ALS-EST Handbook for Implementers by Nanie Gonzales

IBC

ALTERNATIVE LEARNING SYSTEMEDUCATION AND SKILLS TRAINING Handbook for Implementers ÂŠ 2019 Department of Education Meralco Avenue, Pasig City 1600, Philippines Permission to use or reproduce this publication or parts of it in hard or digital copies for personal or educational use is granted free, provided that the copies are not reproduced or distributed for commercial purposes, and that this copyright page appears on the first page of the reproduced copies. This Handbook was published with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program. Printed in the Philippines First Printing, 2019 ISBN 978-621-95475-1-2

Foreword Undersecretary Nepomuceno A. Malaluan Chair, ALS-EST Project Management Team

hen Secretary Leonor Magtolis Briones directed that the Alternative Learning System be enhanced and intensified, the Office of the Secretary sought inputs from a broad range of ALS practitioners within and outside of the Department of Education. We have received overwhelming support from many quarters—the Regional Directors, Division Superintendents, Regional and Division focal persons for ALS, principals of tech-voc high schools that pre-dated Senior High Schools, and non-DepEd organizations delivering nonformal education programs. The OSEC reciprocated with strong engagement on ALS-EST policy and program development. We have kept them updated on and involved in program progress through meetings and workshops, and endeavored to reflect their inputs and insights in program refinements. The consensus in the field has been clear from the beginning: OSEC’s idea to programmatically integrate skills training to the traditional ALS interventions (Basic Literacy and Accreditation and Equivalency) was timely and necessary. ALS Mobile Teachers, through partnerships or referral, tried to provide short skills training (what the ALS program refers to as informal education or “Infed”) to their learners because it increased the relevance of their program. It mitigated the opportunity costs of learners for participating and sustaining attendance in ALS—through the economic returns they anticipated from obtaining skills, in addition to getting the academic equivalence. Unfortunately, there was limited institutional support for Infed, and Mobile Teachers were left to their own initiative and resourcefulness to provide such service. In initiating ALS-EST, we took a pilot and developmental approach. We did not attempt policy perfection (which is, more often than not, an impossibility) as a prerequisite to start the Program. This Handbook is proof of the efficacy of such approach. ALS-EST has come a long way since the issuance of Department Order No. 46, s. 2017 (Framework for the Pilot Implementation of the Alternative Learning System – Education and Skills Training). From parallel delivery of the basic education and skills training components, we now talk about curriculum and instruction integration. From an OSEC-centered governance, we now have a vertically integrated Project Management Team. We are confident that we can pilot a Senior High School equivalent ALS-EST, simultaneous with, if not ahead of, the regular ALS program.

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We made many friends and built a committed constituency along the way. More importantly, we have evolved an expanding ALS-EST community of practitioners, experts and advocates, bound together by a dedicated pursuit of innovation in policy and implementation. We gained valuable insights from our partners, reinforcing our initial ideas, which we are now ready to advocate for the entire ALS program. First, we are no longer content with ALS under the mango tree, or ALS in Kariton. We built an ALS-EST Learning Center in a secondary school in Eastern Samar, designed to meet the specific requirements and circumstances of ALS-EST Learners. We emphasize the need for a suitable learning environment to deliver an effective ALS-EST program. Second, our positive partnership experience with public secondary schools in the delivery of ALS-EST supports our push to bring ALS operations back to the schools level. By not stopping at the Division level, and reintegrating ALS to schools operation, we should be able to mobilize our school resources to reach out to all potential learners in their immediate community, through formal education complemented by non-formal education as needed. Third, we envision ALS-EST to go beyond academic and skills instruction, and utilize Arts and Sports as important learning vehicles. Secretary Briones has been emphasizing this from the beginning. We heard this reiterated as well, and saw this in action, when we visited Tuloy sa Don Bosco. Fourth, we will develop for ALS-EST a strong performance-based and portfolio assessment to complement the usual paper and pencil test for ALS Accreditation and Equivalency. We expect to contribute lessons and insights relevant not only to ALS but also to formal education. In addition to the ALS-EST implemented by DepEd schools, we also have a project with the Development Academy of the Philippines, which explores various partnership modalities with non-DepEd entities in the implementation of ALS-EST. While it benefitted from inputs from the partners, this Handbook does not cover the DepEd-DAP project.

How to use this Handbook This Handbook is a guide to help implementers navigate the program, progress intuitively, and help each learner have a satisfying experience. It seeks to inspire stakeholders to work together, and make this new Program more concrete, brick by brick.

ALS-EST Handbook for Implementers

I emphasize that this is not a rule book. Rules are contained in DepEd issuances such as DepEd Orders, Memorandums, and Guidelines. Instead, this Handbook is a practical, convenient reference for ALS-EST implementers, and an introduction to the Program for interested readers. There will be many generalizations, and it will not answer every question. • For the Basic Education component, the Handbook refers to guidelines, processes, and forms developed for ALS. • For the Skills Training component, it makes various references to materials from the Technical Education and Skills Development Authority. • Some terms are used interchangeably: Implementing schools, implementers, volunteer schools, schools Learning Facilitators, teachers, instructors Skills Trainers, Skills Teachers, Tech-Voc Teachers Students, learners, completers (in certain context) • Capitalization: Terms are capitalized when preceded by ALS or ALS-EST: Learner, Mobile Teacher, Skills Trainer/Teacher, Tech-Voc Teacher. In some instances, terms are capitalized even if not preceded by ALS/ALS-EST, as they are used in context as proper nouns. ‘Learning Facilitator’ is treated as a proper noun and always capitalized. When texts are directly lifted they appear as they were in the original. Teacher, instructor, trainer are used as common nouns and are not capitalized.

Institutionalization of ALS-EST ALS-EST is a work-in-progress that will be enriched with feedback and experience from the field. As the Program evolves, it will adopt methods and systems that work best for most stakeholders. Beyond knowledge and skills, ALS-EST seeks to articulate attitudes and values that implementers and learners, working together as a community, will nurture as part of identity building. Maaasahan, Mapagkakatiwalaan at Mapagmahal sa Bayan will define this community. We have another year to refine ALS-EST, and we intend to institutionalize and scale-up the Program by 2021. Our ALS-EST community within and outside DepEd, under the leadership of Secretary Briones, will make this happen.

ALS-EST Handbook for Implementers

Message from the Secretary

ven before the catch phrase “no one left behind” came into vogue, our Constitution was unequivocal: “The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all.” The Department of Education offers the Alternative Learning System to our youth who are unable to remain in school, and to adults who are unable to finish basic education. ALS is a major commitment of DepEd and is fully supported by the President. To enhance the ALS program, my Office initiated the Alternative Learning System - Education and Skills Training. I envision that this effort will contribute to addressing the needs of those that formal education has failed to reach, and that it will be one of the legacies of the Duterte administration. vi

ALS-EST Handbook for Implementers

My passion for ALS is shaped by my own life experiences. I was a year old when World War II broke out with the bombing of Pearl Harbor. My family escaped to the hills, and hid in a place which took days to reach. My mother who was a teacher did not let the horrors of war prevent her from teaching. She gathered the children from the mountain villages and taught them to read and write, using banana leaves with their natural lines and sharp bamboo sticks as writing implements. I was among those who listened to the lessons which my mother imparted. When the war was over, children were tested to know their grade equivalence. I was also tested just because I went along with my aunt. At four years old, I was promoted directly to Grade 2. My experience is a testament that one can get educated without formal schooling. DepEd did not invent ALS, it has been there all along. Church/faith-based institutions, civil society organizations, civic-minded people, the private sector and families offered alternatives to formal education. During the war, it was kept alive by those who ran â&#x20AC;&#x153;jungle schoolsâ&#x20AC;? like the Silliman University, and teachers like my mother, who never wavered in their mission to impart knowledge and values. Government comes in to complement these efforts. And with ALS-EST we go a step further. This ALS-EST Handbook is a useful guide for all who are active in the ALS program, as well as a source of information for the public which considers education as a major development goal. I hope that this Handbook will contribute towards a harmonized and unified approach to ALS and towards making quality education accessible to all.

Leonor Magtolis Briones Secretary, Department of Education

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Acknowledgments

he Alternative Learning System – Education and Skills Training (ALS-EST) Handbook for Implementers is a product of the collaboration and dedication of many people. There is major work put in by the writers, contributors and editors, for which the ALS-EST program extends heartfelt gratitude. But every word, sentence, and paragraph of this Handbook reflects the ideas, practice, lessons, and insights from the people we conversed and worked with. The following have given valuable support to this project: • Editorial Team: Undersecretary Nepomuceno Malaluan, Philip Purnell, Jenina Joy Chavez, Merle Tan, Krupskaya Añonuevo, Cecille Ureta, and Merlie Asprer • Contributors to the preliminary drafts DepEd: Ma. Melissa D. Albino, Maritel T. Bacsa, Justine L. Bernabe, Sharon Buti, Ma. Guia M. Del Valle, Victor R. Fedirigan, Josephine Intino, Enrico Mendoza, Judy R. Mendoza, Ma. Cecilia Nayve, Marietta Publico, Renato San Juan Jr., and Mercedes Villafaña Non-DepEd: Sevilla Panaligan, Raymund Margallo (PCCI-HRDF), and Jane Mendoza (Balanga City LGU) • Copy, Design and Coordination Team: Jenina Joy Chavez, Janet Carandang, and Cecille Ureta Copy Editing: Io M. Aceremo Design and Lay-out: Nanie Gonzales and Marjorie F. Saban Artwork: Clint R. Llesis Proofreading: Ma. Aisa Aceremo, Rio Aquino Dayao, and Nadine Agustin • ALS-EST Central Office Project Management Team: Undersecretary Nepomuceno Malaluan, Regional Director Malcolm Garma, Schools Division Superintendent Bernardo Adina, Baguio Teachers Camp Superintendent Diosdado Medina, Region XI ALS Focal Person Maricel Langahid, Principal Bienvenido Siguan, Jr., Principal Lordelyn Buyo, Ma. Lourdes Ramos, Molyn Dionela, and Ma. Leonora Nudo • The DAP Project Implementation and Monitoring Committee led by Undersecretary Nepomuceno Malaluan and Undersecretary Tonisito M.C. Umali on the part of DepEd, and by Mr. Trygve Bolante on the part of DAP

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ALS-EST Handbook for Implementers

• First Batch of DepEd-DAP Partners: Pasali Philippines Foundation, Inc.; Arnold Janssen Catholic Mission Foundation, Inc.; Silliman University; the Local Government of Ubay, Bohol; Saniel Integrated Farm Technological Business School, Inc.; and the Local Government of Mulanay, Quezon • The 98 implementing schools for the pilot program • Resource support from the ALS program headed by Assistant Secretary G.H. Ambat • All participants of ALS-EST coordination meetings of pilot implementers, workshop on ALS-EST governance, workshop on monitoring and evaluation, consultation meeting with ALS-EST partners, workshop on project-based learning and portfolio assessment, and the facilitators who helped us run them • Friends and partners we met along the way, notably the Philippine Business for Social Progress, Magna Anima Teachers College, Tuloy sa Don Bosco Foundation, SEAMEO INNOTECH, and Action for Economic Reforms • The OSEC Secretariat Team for ALS-EST: Merlie J. Asprer, Justine L. Bernabe, Silahis C. Dela Rosa, Ma. Guia M. Del Valle, Ma. Nicole R. Alamin, and Donelle Charmagne U. Umali; with technical support from Jonathan Diche and Emma Ruth Galvez • Basic Education Sector Transformation (BEST) Program Team: Dr. Alison Atwell, Adora Perez, Ivylene Almoro, Miriam Yu, Merle Tan, and Krupskaya Añonuevo We give special mention to the Department of Foreign Affairs and Trade (DFAT) of the Australian Government for the technical assistance extended to ALSEST through the BEST Program. This complemented our resources, particularly in areas where bureaucratic rigidities would have slowed us down. With them we celebrate the true essence of partnership—respectful of the institutional direction of the Department, collaborative, and mutually reinforcing. Secretary Leonor Magtolis Briones, with her vision of “quality, accessible, relevant, and liberating education for all,” guided the direction of the ALS-EST program, and gave it her full confidence and support.

ALS-EST Handbook for Implementers

Acronyms A&E ADM ALS ALS-EST APIS ASEAN Basic Ed BEC BLP CO DepEd D.O. DOLE DSWD DTI EA EPSA FLO FLT HEI ICT ILA ILO IRR IU JHS LAC LGU LIS LR Portal M&E MOA MOU MSME NC NGA NGO NFE OSCY OSEC x

Accreditation and Equivalency Alternative Delivery Mode Alternative Learning System Alternative Learning System - Education and Skills Training Annual Poverty Indicator Survey Association of Southeast Asian Nations Basic Education Basic Education Curriculum Basic Literacy Program Central Office Department of Education Department Order Department of Labor and Employment Department of Social Welfare and Development Department of Trade and Industry External Assessment Education Program Specialist for ALS Flexible Learning Option Functional Literacy Test Higher Education Institution Information and Communication Technology Individual Learning Agreement International Labour Organization Implementing Rules and Regulations Implementing Unit Junior High School Learning Action Cell Local Government Unit Learner Information System Learning Resources Portal Monitoring and Evaluation Memorandum of Agreement Memorandum of Understanding Micro, Small, and Medium Enterprise National Certification National Government Agency Non-Government Organization Non-Formal Education Out-of-School Children and Youth Office of the Secretary

ALS-EST Handbook for Implementers

OSY Out-of-School Youth PBA Partnership Building Activity PBL Project-Based Learning PESFA Private Education Student Financial Assistance PESO Public Employment Service Office PMT Project Management Team PSA Philippine Statistics Authority PSDS Public Schools District Supervisor RA Republic Act RBI Radio-Based Instruction RD Regional Director RO Regional Office RPL Recognition of Prior Learning SDO Schools Division Office SDS Schools Division Superintendent SHS Senior High School SHS TVL Senior High School Technical Vocational Livelihood STVEP Strengthened Technical and Vocational Education Program TESDA Technical Education and Skills Development Authority TLE Technical and Livelihood Education TR Training Regulation TVET Technical Vocational Education and Training TVL Technical-Vocational-Livelihood UNESCO United Nations Educational, Scientific and Cultural Organization

ALS-EST Handbook for Implementers

Table of Contents Foreword............................................................................................................................................................................................................................................. iii Message from the Secretary.........................................................................................................................................................................vi Acknowledgments........................................................................................................................................................................................................viii Acronyms..............................................................................................................................................................................................................................................x 1. The Challenge ............................................................................................................................................................................................................. 1

Locating the Out-of-School Children and Youth and Adults without Basic Education............................................................................................................................................................................ 3 Tackling Reasons for Not Being in School..................................................................................................................... 5 Towards Better Interventions................................................................................................................................................................ 6

2. The ALS-EST Program ................................................................................................................................................................................. 7

Flexible Learning Options.....................................................................................................................................................................12 A Variant of ALS.......................................................................................................................................................................................................13 The Pilot................................................................................................................................................................................................................................17

3. The Learners................................................................................................................................................................................................................23

Target Learners..........................................................................................................................................................................................................24 Enrollment Requirements.......................................................................................................................................................................24 Screening Process................................................................................................................................................................................................27 Registration into the Learner Information System.......................................................................................28 Benefits to Learners..........................................................................................................................................................................................29

4. Curriculum .....................................................................................................................................................................................................................31

ALS K to 12 Curriculum...............................................................................................................................................................................32 Skills Training Curriculum........................................................................................................................................................................37 Integrating Education and Skills Training Competencies...............................................................41

5. Learning Resources ......................................................................................................................................................................................47

Types of Learning Resources.............................................................................................................................................................48 Accessing Learning Resources......................................................................................................................................................55 Storage, Maintenance, and Care of Learning Resources................................................................57

6. Learning Delivery .............................................................................................................................................................................................59

xii

Key Elements of ALS-EST Learning Delivery.........................................................................................................60 Delivery Modes and Teaching-Learning Strategies...................................................................................65 Organization of Learner Groups and Scheduling.........................................................................................67 Learner Support Mechanisms.........................................................................................................................................................67

ALS-EST Handbook for Implementers

7. Learning Facilitators and Tech-Voc Teachers................................................................................................71

Learning Facilitators: Roles and Responsibilites.............................................................................................72 Tech-Voc Teachers: Roles and Responsibilities.................................................................................................74 Other Instructional and Training Support...................................................................................................................77 The Interface: Team Teaching Approach.....................................................................................................................78

8. Assessment, Certification, and Recognition..................................................................................................81 Assessment Methods: Gathering Evidence of Learnersâ&#x20AC;&#x2122; Progress.................................82 ALS-EST Assessments...................................................................................................................................................................................83 Exit Assessments....................................................................................................................................................................................................93 Certification.....................................................................................................................................................................................................................94 Recognition.....................................................................................................................................................................................................................95 9. Post-Program Options for Learners...............................................................................................................................97

Pathways and Exits.............................................................................................................................................................................................98 Post-Program Support.................................................................................................................................................................................99

10. Partnerships............................................................................................................................................................................................................ 105

Local and National Government as Partners................................................................................................... 107 Possible Areas for ALS-EST Partnerships................................................................................................................ 108 Learners as Partners..................................................................................................................................................................................... 109 Partnership Framework.......................................................................................................................................................................... 109 Partnership-Building Activities.................................................................................................................................................. 110

11. Capacity Building and Professional Development....................................................................... 117

Professional Development Framework...................................................................................................................... 118 Critical Competencies of ALS-EST Learning Facilitators............................................................ 120 Components of the Capacity Building Program....................................................................................... 122 Documentation, Monitoring, and Institutionalization....................................................................... 126

12. Governance.............................................................................................................................................................................................................. 129

The Project Management Team Structure............................................................................................................ 130 Inputs from Field Consultation................................................................................................................................................. 134

13. Financial Management....................................................................................................................................................................... 139

General Fund Flow........................................................................................................................................................................................ 140 Expenditure Items........................................................................................................................................................................................... 140 Financial Monitoring and Reporting............................................................................................................................... 142

14. Monitoring and Evaluation......................................................................................................................................................... 143

Adopting Existing Tools....................................................................................................................................................................... 144 M&E Framework for ALS-EST..................................................................................................................................................... 145 Data Requirements for M&E........................................................................................................................................................ 151

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BOXES 2-1 2-2 3-1 4-1 4-2 4-3 5-1 5-2 5-3 5-4 5-5 10-1 10-2 11-1 12-1 14-1

ALS-EST in Context............................................................................................................................................................................. 11 The ALS-EST Program: An Overview.................................................................................................................... 14 Sample ALS-EST Application Form......................................................................................................................... 26 A Sample Training Syllabus for Baking Technology.................................................................... 40 Curriculum Integration in Inocencio V. Ferrer Memorial School of Fisheries .................................................................................................................................................................................................... 42 Curriculum Integration in Silliman University.......................................................................................... 46 A Prototype: ALS-EST Learning Center........................................................................................................... 49 Excerpts from a TESDA TR in Automotive Servicing NC II............................................. 52 Learning Materials in Different Forms................................................................................................................. 54 Accessing DepEdâ&#x20AC;&#x2122;s Learning Resource Portal....................................................................................... 55 TESDA e-Learning Portal........................................................................................................................................................... 55 Steps for Doing PBAs................................................................................................................................................................. 110 Examples of ALS-EST Partnerships..................................................................................................................... 112 Learning Action Cells and ALS-EST................................................................................................................... 122 Adjusting the Approach......................................................................................................................................................... 130 Elements of M&E................................................................................................................................................................................ 150

FIGURES 1-1 1-2 2-1 2-2 4-1 5-1 6-1 8-1 8-2 8-3 11-1 12-1 14-1

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Distribution of OSCY by Reason for Not Attending School, 2017.........................5 Percent Distribution of OSCY by Per Capita Income Decile and Sex, 2017..........................................................................................................................................................................5 ALS-EST Process Flow.................................................................................................................................................................... 14 Number of ALS-EST Pilot Schools, per Region.................................................................................. 18 Sample Curriculum Web: ALS Competencies and Skills Competencies.......................................................................................................................................................................................... 44 ALS-EST Learning Center Prototype Sketch............................................................................................ 49 4As of Adult Learning...................................................................................................................................................................... 62 Levels of Formative Assessment Practice..................................................................................................... 85 Sample Self-Assessment Checklist: Working in a Group................................................... 89 Sample of a Contents Checklist of a Presentation Portfolio........................................ 92 Capacity Building Program for ALS-EST Learning Facilitators............................ 119 Process/Operation Framework for ALS-EST Governance........................................... 131 ALS M&E Content Areas....................................................................................................................................................... 144

ALS-EST Handbook for Implementers

TABLES 1-1 2-1 3-1 4-1 4-2 4-3 4-4 4-5 4-6 6-1 6-2 6-3 7-1 8-1 8-2 8-3 10-1 10-2 10-3 11-1 11-2 12-1

14-1

OSCY and Adults Who Have Not Completed Basic Education, By Age Group, Sex, and Employment Status, 2017.....................................................................3 ALS-EST Pilot Schools..................................................................................................................................................................... 19 Age Distribution of ALS Enrollment, 2018................................................................................................... 25 ALS K to 12 Basic Education Curriculum Learning Strands, Summary of Objectives and Coverage......................................................................................................... 33 Alignment of ALS K to 12 Curriculum with Formal K to 12............................................. 36 Examples of Technical Skills and Subskills Training Offered by TESDA............................................................................................................................................................................. 38 Training Plan: Baking Technology............................................................................................................................... 40 Sample of Competencies Map: Food Processing NC II...................................................... 43 Sample Session Guide: Food Processing NC II (Excerpts).............................................. 45 Common Modes of Learning Delivery and Teaching-Learning Strategies......................................................................................................................... 66 Sample ALS-EST Timeframe and Schedule.............................................................................................. 67 Examples of Learner Support Mechanisms............................................................................................... 68 Qualification Standards for SHS Teaching Positions (TVL Track)........................... 76 Formative and Summative Assessment Compared.................................................................... 85 Sample Rubrics for Projects.................................................................................................................................................. 87 Sample Rubric for a Presentation Portfolio................................................................................................ 93 Partnership Possibilities Offered by Government Agencies................................... 107 Possible Areas for ALS-EST Partnerships.................................................................................................. 108 Policy Issuances Relevant to Partnerships............................................................................................... 111 Critical Competencies of an ALS-EST Learning Facilitator/Tech-Voc Teacher...................................................................................................... 120 ALS-EST Capacity Building for Other Personnel and Stakeholders.......... 125 Distribution of Roles and Functions across ALS-EST Design and Implementation Areas.............................................................................................................................................. 135 ALS-EST Monitoring and Evaluation Framework....................................................................... 146

ALS-EST Handbook for Implementers

THE CHALLENGE

ALS-EST Handbook for Implementers

The Challenge

eforms and increasing investments sustained over many years have resulted in improved access to basic education (basic ed) in the country.

There are almost 62 thousand schools nationwide catering to 27 million students from Kindergarten to Grade 12 as of School Year (SY) 2018-2019. Department of Education (DepEd) accounts for 3 out of 4 of these schools and services 4 out of 5 students (LIS). Participation rates are up, and cohort survival and completion rates show impressive improvements. The dropout rate is on the decline.

DepEd has 47,025 schools with 22,558,138 students in SY 2018-2019.

Beginning SY 2016-2017, the K to 12 Program provided services to Senior High School (SHS) learners in the public and private sectors through free or highly subsidized SHS education.

School leavers rate in SY 2018-2019 is 1% for Grade 1 to 6, and 4% for Grade 7 to 10.

• SHS performed very well contrary to initial fears that drop out rates would increase.

Source: LIS

In 2018, there were 254,183 school returnees (Balik-Aral learners).

Whereas in the past less than half of Fourth Year High School graduates Source: LIS proceeded to college, the transition rate from Grade 10 to Grade 11 in the first three years of K to 12 had been high at 93%, 90%, and 96%, respectively (LIS). Moreover, the K to 12 Program saw a surge in Balik-Aral learners. The number of school returnees more than doubled in SY 2016-2017 (the first year of SHS) from the previous SY (LIS). Even as gains in access to education have been achieved, DepEd still has yet to reach universal enrollment of school-age children and youth. A significant portion of the population is still without basic ed already.

These segments constitute a challenge for DepEd to reach: • Out-of-school children, or persons aged 6 to 14 years who are not attending school • Out-of-school youth (OSY), or persons aged 15 to 24 years who are not attending school, have not finished any college or post-secondary course, and are not working 2

ALS-EST Handbook for Implementers

20,682,667 Source: Computed from APIS 2017 data

3,465,364

7,235,450

8,208,628

5,238,589

13,447,217

11,978,714 3,770,086 Total

8,703,953

12,896,710 10,055,732 3,283,273 6,772,459 2,840,978

428,720 4,394,472 967,246

451,283 91,165 360,118 15-17 years

2,498,118

1,959,335 1,530,615

333,536

Total Female

7,115,319 342,860 31-59 years

5,781,391

6,353,807 3,855,946 3,427,226 18-30 years

2,497,861

1,432,150 1,0007,449

360,118

Total 6-17

424,701

451,283 91,165

333,536 980,867

647,331

Female Female

Total

Male

Total

Male

ALS-EST Handbook for Implementers

6-17 years

• The count stops at age 24, and does not cover older adults who were unable to finish basic ed.

Male

• The definition does not include among the OSCY those who are working, even though they have not completed high school.

Age Group

• It is difficult to ascertain what percentage of the schoolage population has yet to finish basic ed. The OSCY definition includes both high school and college-age students but only indicates that they have not finished college/post-secondary course.

Unemployed

• It does not precisely reflect the extent of the OSCY covered by DepEd’s mandate.

Employed

For its purposes, DepEd finds limiting the official definition and count of OSCY for the following reasons:

Table 1-1. OSCY and Adults Who Have Not Completed Basic Education, By Age Group, Sex, and Employment Status, 2017

DepEd takes on the challenging task of reaching out to over 3.5 million of the population who are considered out-of-school children and youth (OSCY). This represents 9.1% of the 39 million population aged 6 to 24 years old (APIS 2017).

Total

Locating the Out-of-School Children and Youth and Adults without Basic Education

980,867

The Challenge

There are 20.7 million Filipinos who have not completed basic ed. Less than a tenth (1.4 million) of them are of basic ed age (6-17 years old) and are out-of-school. 19 million are adults.

A Better Count For DepEd to truly serve its mandate of delivering basic ed for all, it needed to determine the correct statistics for the following: â&#x20AC;˘ the magnitude of basic ed-age children and youth who are out of school â&#x20AC;˘ adults who have not finished basic ed A detailed analysis of official data generated these:

Children and youth aged 6 to 17 years old who are out of school and have not completed basic ed whether unemployed or employed total 1.43 million (see Table 1-1). Of these, the males (one million) outnumber the females (424 thousand). Almost half a million youth aged 15 to 17 are out-of-school but are employed. In the 18 years old and above population there is a significant segment that has yet to finish basic ed. There are more male adults than females who have not

completed basic ed (11 million versus 8.3 million). Female adults 18 to 30 years old who have not finished basic ed are three times more likely to be unemployed than their male counterparts. Older male adults (31 to 59 years old) are twice as likely to be unemployed as their female counterparts.

ALS-EST Handbook for Implementers

The Challenge

Tackling Reasons for Not Being in School The main reasons why these children and youth are out of school have less to do with the accessibility of schools than they do with personal and family reasons (see Figure 1-1). Figure 1-1. Distribution of OSCY by Reason for Not Attending School, 2017

0.9%

Accessibility of school

7.8%

Illness/disabilty

24.7%

Lack of personal interest

37%

Marriage/ family matters

17.9%

8.4%

High cost of education/ financial concern

Employment/ looking for work

Source: APIS 2017

Figure 1-2. Percent Distribution of OSCY by Per Capita Income Decile and Sex, 2017 25 –

Percent

20 –

75.7%

Male Female Both Sexes

15 – 10 – 5– 0– First Second Decile Decile Third Fourth Decile Decile

Fifth Decile

Sixth Decile

Seventh Decile

Eight Decile

Ninth Decile

Tenth Decile

Per Capita Income Decile Source: APIS 2017

ALS-EST Handbook for Implementers

The Challenge

• Accessibility of schools is a problem for less than one percent, most of whom are in the 6 to 11 years old cohort. • Lack of personal interest is cited by a quarter, and predominantly male, of the OSCY population as reason for quitting school. This reason is most pronounced in the 12 to 15 age group, where 2 out of 3 dropped out of school for lack of interest. • The biggest reason cited for not continuing school is marriage or family matters, affecting 16 to 24 year old females the most. • As OSCY grow older or go higher the presumed education level, concerns over finances and the high cost of education become more pronounced. • Poverty is also a big factor for not attending, dropping out, and staying out of school. Figure 1-2 shows that 76% of the OSCY belong to the poorer half of the population. DepEd takes the picture painted by this detailed analysis seriously. It sees the challenge not just as an issue of numbers. Not completing basic ed has social and economic ramifications that stay with affected Filipinos far into their adulthood.

Towards Better Interventions After substantial gains in access to education, Secretary Briones believes that DepEd is now in a better position to wage a decisive campaign for a major upgrade in education quality. DepEd is better prepared now to offer programs that address the dropout rates, and adjust the learning experience so that learners, no matter their status and circumstances in life, have more incentives and greater capacity to stay in and complete basic ed. For those who are unable to finish basic ed through the formal system, DepEd reaches out to them through non-formal education (NFE) under the Alternative Learning System (ALS).

References • DEPARTMENT OF EDUCATION. Enhanced Basic Education Information System (EBEIS) SY 2018-2019. Learner Information System (LIS) Data. Generated on 10 December 2018. • PHILIPPINE STATISTICS AUTHORITY. Annual Poverty Indicator Survey 2017. 2018. Retrieved June 2018. Available at psa.gov.ph/incomeexpenditure/apis-downloads 6

ALS-EST Handbook for Implementers

THE ALS-EST PROGRAM

ALS-EST Handbook for Implementers

The ALS-EST Program

epEd offers the ALS to the children and youth who are unable to remain in school, and to adults who are unable to finish basic ed.

ALS is a NFE system comprising the Basic Literacy Program (BLP) for basic skills in reading, writing, and numeracy; and, the Accreditation and Equivalency Program (A&E) which provides a pathway towards completing basic ed. ALS is both a policy and a legal mandate. When Secretary Briones assumed office at the DepEd on 30 June 2016, she identified ALS to be among her priority programs. The President affirmed such commitment in his first State of the Nation Address when he declared: â&#x20AC;&#x153;We will also intensify and expand ALS Programs.â&#x20AC;? No less than the Constitution, and various education laws and international commitments, direct the provision of ALS.

1987 Constitution Article XIV Education, Science and Technology, Arts, Culture and Sports Section 1. The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all. Section 2. The State shall: xxx 4. Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs; and 5. Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.

ALS-EST Handbook for Implementers

The ALS-EST Program

President Rodrigo Duterteâ&#x20AC;&#x2122;s 10-Point Socioeconomic Agenda 7. Invest in human capital development, including health and education systems, and match skills and training to meet the demand of businesses and the private sector.

Secretary Leonor Magtolis Briones Declaration of Vision and Agenda Quality, Accessible, Relevant and Liberating Basic Education for All Our 10-Point Agenda 1. We are committed to the full implementation of K to 12, and will ensure timely and adequate delivery of education inputs including: physical infrastructure such as school buildings and facilities; quality learning materials and implements such as textbooks, libraries, and ICT-assisted learning; and, the hiring and professional development of teachers, both pre-service and in-service. We will put in place an effective and transparent system to monitor and evaluate the outcomes of K to 12 in terms of quality and access. We will defend our existing budget allocation, and work for its increase for 2017 and beyond to bring education spending closer to the ideal 4 to 6 percent of GDP as suggested by international standards. ... 3. For those who are not reached by the formal basic education system, whether children, youth or adults, we will intensify our efforts for extensive positive outcomes on ALS. We will do this through better targeting of beneficiaries, broader coverage, prioritization of these programs by implementing units, partnerships, and modalities that fit the circumstances of target learners. A highly successful ALS program will be one of the major legacies of the Duterte administration.

Republic Act 9155 (Governance of Basic Education Act of 2001) Section 2. Declaration of Policy. - It is hereby declared the policy of the State to protect and promote the right of all citizens to quality basic education and to make such education accessible to all by providing all Filipino children a free and compulsory education in the elementary level and free education in the high school level. Such education shall also include ALS for out-of-school youth and adult learners. It shall be the goal of basic education to provide them with the skills, knowledge and values they need to become caring, seIf-reliant, productive and patriotic citizens.

ALS-EST Handbook for Implementers

The ALS-EST Program

Sustainable Development Goals SDG Goal 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Republic Act 10533 (Enhanced Basic Evaluation Act of 2013) SEC. 2. Declaration of Policy. xxx …it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one’s self.

As part of its commitment to enhance the ALS program, the Office of the Secretary (OSEC) initiated a complementary initiative to the regular ALS. Called the Alternative Learning System – Education and Skills Training (ALS-EST), this initiative aims to produce ALS completers who are not only able to catch up with basic academic education but who also have technical competencies suitable for immediate employment. As of the writing of this Handbook, the ALS-EST is still in its pilot implementation. At the appropriate time, ALS-EST will be scaled up and integrated into the mainstream ALS program.

ALS-EST Handbook for Implementers

The ALS-EST Program

Box 2-1. ALS-EST in Context To understand ALS-EST, it is essential to grasp the difference between formal and NFE, and locate it within the NFE realm.

Formal Education • Republic Act 9155 (Governance of Basic Education Act of 2001) defines formal education as “the systematic and deliberate process of hierarchically structured and sequential learning corresponding to the general concept of elementary and secondary level of schooling. At the end of each level, the learner needs a certification in order to enter or advance to the next level.” • Formal education is defined by the curriculum and how it is implemented. In the Philippines, the reference point for formal education is the K to 12 Basic Education Curriculum (BEC). The K to 12 BEC is expressed in terms of content, content standards performance standards, and learning competencies. The curriculum is taught in continuous and sequential organization and generally lessons are done in a classroom setting. In formal K to 12 education, a student goes through all grade levels from Kindergarten to Grade 12.

Non-Formal Education • According to United Nations Educational, Scientific and Cultural Organization (UNESCO), “the defining characteristic of NFE is that it is an addition, alternative and/or a complement to formal education in the process of the lifelong learning of individuals.” It caters to people of all ages but does not necessarily apply a continuous pathway-structure. NFE can cover programs contributing to adult and youth literacy, and education for outof-school children, as well as programs on life skills, work skills, and social or cultural development. • RA 9155 defines NFE as “any organized, systematic educational activity carried outside the framework of the formal system to provide selected types of learning to a segment of the population.”

ALS-EST Handbook for Implementers

The ALS-EST Program

Flexible Learning Options Not all can avail of a formal basic ed despite it being increasingly more accessible to Filipino children and youth. There are still learners who are left behind and are unable to sustain school attendance, and eventually drop out. To address the needs of this particular segment of the population, DepEd offers Flexible Learning Options (FLO) which include the Alternative Delivery Modes (ADM) and the ALS. Alternative Delivery Modes are instructional or learning modalities that do not strictly follow the typical set-up for regular classroom instruction, but have content that follows the formal K to 12 curriculum. • It uses the standard curriculum, but there is a measure of flexibility in terms of: the time and duration of instruction the place of instruction the method of instruction • Instruction may be delivered through the following modes: Face-to-face instruction: the teacher and learner/s are physically in one venue during lessons Distance learning: a learner is given materials or access to resources, and undertakes self-directed study at home or other venue Blended learning: a combination of face-to-face and distance modalities Alternative Learning System is DepEd’s main vehicle for NFE. The ALS is a “parallel learning system to provide a viable alternative to the existing formal education instruction. It encompasses both the non-formal and informal sources of knowledge and skills” (RA 9155). It aims to reach Filipino children, youth and adults who are unable to access or have dropped out from formal basic ed. The regular ALS program offers NFE comprising the Basic Literacy Program (BLP) for illiterates, and A&E Program for drop-outs. • ALS has its own ALS K to 12 curriculum streamlined but aligned to the formal K to 12 curriculum (see Chapter 4, Curriculum). Like the K to 12 curriculum, the ALS K to 12 curriculum outlines content, content standards, performance standards, and learning competencies.

ALS-EST Handbook for Implementers

The ALS-EST Program

• The major distinction of ALS is its non-formal instruction. It does not have a sequential mode of instruction, but has one that adjusts to a learner’s prior learning and immediate learning objectives. ALS uses broader teaching and learning methodologies to cater to the needs of a mix of learners.

A Variant of ALS ALS-EST is a variant of ALS. A distinction of ALS-EST is its systematic integration of skills training component to the standard academic interventions in ALS. The ALS-EST implementing schools combine the ALS K to 12 Curriculum with their Technical-Vocational-Livelihood (TVL) offerings. Many, but not all, skills training offered by ALS-EST schools are approved by the Technical Education and Skills Development Authority (TESDA). Box 2-2 outlines the early framework for ALS-EST. With the ALS-EST initiative, DepEd seeks to empower OSY and adults who have not acquired a basic ed. By including skills training in the curriculum, they are given more choices which encourages better uptake and completion of the Program. ALS-EST is one of the ways DepEd gives the OSY/adults an even chance at self-improvement and productive life. In conjunction with other reform initiatives targetting the quality of its services, and by engaging various stakeholders and partners, DepEd hopes that ALS-EST will help promote employment, and foster “personal dignity, family stability, peace in the community, and economic growth” (ILO, 2017).

ALS-EST Handbook for Implementers

The ALS-EST Program

Box 2-2. The ALS-EST Program: An Overview D. O. 46, s. 2017 lays out the framework for the pilot implementation of the ALS-EST program. It provides the typical process flow (see Figure 2-1), and describes the various components for organizing an ALS-EST program which are reproduced below. Several of these components are discussed in greater detail in this Handbook.

Figure 2-1. ALS-EST Process Flow

ALS-EST Handbook for Implementers

The ALS-EST Program

ALS-EST Components 1. Identification of implementing partners

Within DepEd, the implementers of ALS-EST include pilot implementing schools that provide the skills training utilizing their formal school workshops when these are not in use by their formal educational learners typically during weekends. For the provision of the academic interventions, the schools work with mobile teachers assigned from their Division or with their own teachers.

Among the considerations in the choice of implementing partner include the availability of facilities and qualified teachers and trainers, the content and method of delivery of the proposed Program, and demonstrated commitment and determination to implement ALS-EST.

2. Identification and profiling of learners

The implementing partner shall be responsible for the identification of learners through various methodologies including home visits, coordination with the regular ALS implementers, coordination with local government units (LGU) and/or community-based organizations, and by consulting available data sources. Implementing partners are given the flexibility to define the characteristics of learners that best fit their integrated education and skills training design.

A Learnerâ&#x20AC;&#x2122;s Portfolio shall be created for each learner identified to participate in the Program, which shall include important personal information, prior learning, baseline assessment, learning goals, and such other relevant information and data as may be required including entry-level processes under the regular ALS program.

The Learnerâ&#x20AC;&#x2122;s Portfolio shall be regularly updated to include new relevant information including education and skills achievement.

3. Consideration of industry linkages and development plans

Implementing partners are encouraged to link or align the ALS-EST projects to local or national industry needs and opportunities as informed by existing development plans, policy pronouncements, and stakeholder consultations or dialogues.

4. Matching learners with skills training

The identified learners will be matched, as far as practicable, with the most compatible skills training offering, taking into consideration proficiency assessments, inclination or interest of the learner, and counseling.

5. Organization of learning groups

The enrolled learners shall be organized into learning groups. Ideally, a batch of 75 learners for the education component shall be sub-grouped into three skills training groups of 25 learners each. However, the implementing partner may propose other reasonable and justifiable groupings.

ALS-EST Handbook for Implementers

The ALS-EST Program

6. Scheduling of education and skills training sessions

The implementing partner shall prepare a program plan and design, elaborating the content and schedule of teaching and training sessions. The program shall be agreed upon with the learners.

7. Delivery of instruction

The education component shall comply with the requirements of the regular ALS for content and delivery. The skills training shall follow the program as proposed by the implementing partner and approved by OSEC. The program shall make use of learning materials and modules from the regular ALS program but will also endeavor to develop relevant, new, contextualized, and innovative materials. The teachers providing the education component and skills training component shall practice collaborative or team teaching.

8. Assessment of learning and skills

ALS-EST projects shall have assessment tools and methods to evaluate education and skills achievement. The OSEC shall provide opportunities for sharing of best practices and development of robust assessment tools, in addition to the standard assessments and certifications available from DepEd, TESDA, and other agencies or institutions.

9. Certification and/or recognition by DepEd and other agencies or entities

Qualified learners shall take available certification tests or assessments, such as the DepEd A&E equivalency certifications, TESDA National Certificates, and other recognized certifications from other government agencies and private institutions. ALS-EST shall also develop and award micro and full certifications to reflect proficiencies acquired by the learners.

10. Exits for learners

Implementing partners shall identify the target learners exits based on goals jointly set with the learners and informed by available exit opportunities, whether further academic education, further middle level skills, employment, or entrepreneurship. Implementing partners are encouraged to explore partnerships that can provide exit opportunities to learners.

11. Tracking of completers

Implementing partners shall develop and put in place mechanisms to track and update the progress of completers in their respective exits. Information generated from the tracking shall inform assessments of program effectiveness and impact as well as program refinements.

ALS-EST Handbook for Implementers

The ALS-EST Program

In addition, there are cross-cutting components, including:

A. Partnerships with stakeholders

ALS-EST encourages strong partnerships with various stakeholders at the community, local, and national levels. This will facilitate greater relevance and complementation of expertise, leverage resources, build broad constituency, and infuse inherent checks-andbalance for accountability.

B. Project Monitoring and evaluation

The OSEC will work closely with implementing partners for the monitoring of project implementation and the submission of timely reports. Opportunities for exchange of best practices, gathering of feedback, resolution of bottlenecks, and clarifications of policies and guidelines shall be regularly provided. Performance of the implementing partners shall be monitored.

C. Budget, investment plan, and leveraging resources

OSEC shall ensure that the program will be adequately resourced. OSEC will also leverage resources from other government agencies and private entities.

D. Communication and policy advocacy

OSEC, in consultation with implementing partners, shall develop a communication plan to increase awareness of the program within DepEd and across relevant stakeholders. The lessons from the program implementation shall be used as basis for policy advocacy for mainstreaming within the regular ALS program.

The Pilot For its pilot field implementation, ALS-EST mainly targetted the 282 specialized tech-voc public secondary schools. These schools have been implementing the Strengthened Technical and Vocational Education Program (STVEP) prior to the K to 12 SHS program. These target schools have a long experience and track record in technicalvocational training. They also have generally better resources in terms of equipment, tools, workshops, teachers, and administrators for such. There are 98 pilot schools, most of which are specialized STVEP SHS that currently implement the ALS-EST program in coordination with the Division-level ALS program. They cover 53 Divisions in 13 Regions.

ALS-EST Handbook for Implementers

The ALS-EST Program

Figure 2-2. Number of ALS-EST Pilot Schools, per Region

7 21 10

5 18

ALS-EST Handbook for Implementers

The ALS-EST Program

Table 2-1. ALS-EST Pilot Schools

Region I

Region IV-A

Batac City Batac National High School Candon City Dr. Ricardo Gacula Memorial High School Ilocos Norte Ilocos Norte Agricultural College La Union Luna National Vocational High School San Gabriel Vocational High School San Carlos City Speaker Eugenio Perez National Agricultural School

Batangas Bauan Technical High School Calamba City Calamba Bayside National High School Cavite Amaya School of Home Industries Tanza Trade National High School Cavite City Cavite National High School Laguna Magdalena Integrated National High School San Juan National High School San Pedro Relocation Center National High School

Region II Cagayan Alcala Rural School Baggao National Agricultural School Sta Margarita Annex Itawes National Agricultural and Technical School Santa Ana Fisheries Memorial High School Western Enrile Vocational High School Ilagan City San Antonio National Agro-Industrial and Vocational High School San Rafael National Vocational High School

Region III Angeles City Angeles City National Trade School Francisco G. Nepomuceno Memorial High School Aurora Maria Aurora National High School Bataan Bataan School of Fisheries Bulacan Guiguinto National Vocational High School Pampanga Floridablanca National Agricultural School Tarlac Camiling School for Home Industries Eduardo Cojuangco National Vocational High School

Region IV-B Calapan City Community Vocational High School Oriental Mindoro Baco National High School Bongabong Technical and Vocational High School Magdalena Umali Suyong Memorial Elementary School Marcelo Cabrera Technical Vocational School Puerto Galera National High School San Teodoro National High School

Region V Albay Libon Agro Industrial High School Camarines Norte Mercedes High School Camarines Sur Ragay National Agricultural and Fisheries School Bikal Fisheries School Naga City Camarines Sur National High School

Region VI Aklan Aklan National HS for Arts and Trades Buruanga Vocational School Libacao National Forestry Vocational High School

ALS-EST Handbook for Implementers

The ALS-EST Program Malinao School for Philippine Craftsmen Numancia School of Fisheries Antique Antique Vocational School Iloilo San Joaquin School of Fisheries La Carlota City Dona Hortencia Salas Benedicto National High School Negros Occidental Inocencio V. Ferrer Memorial School of Fisheries Roxas City Cong. Ramon Arnaldo High School

Region VII Bohol San Pascual National Agricultural High School Danao City Elpidio H. Perez Memorial TechnicalVocational High School Guihulngan City Guihulngan National Agricultural School Naga City Naga National High School

Region VIII Biliran Naval School of Fisheries Eastern Samar Lawaan National School of Craftsmanship and Home Industries Salcedo National Vocational High School Samar National Pilot Opportunity School of Agriculture Taft National High School Leyte Calubian National High School Carigara National Vocational School Hilongos National Vocational School Juan Villablanca Memorial High School Kananga National High School Marcelino Veloso National High School San Miguel National High School Tanauan School of Craftsmanship and Home Industries Tolosa National High School Northern Samar Allen National High School Bobon School of Philippine Craftsmen Catubig Valley National High School Mapanas Agro-Industrial High School

ALS-EST Handbook for Implementers

Southern Leyte Pintuyan National Vocational High School Silago National Vocational High School Villa Jacunta National Vocational School

Region X Iligan City Bunawan Agricultural High School Rogongon Agricultural High School Misamis Oriental Opol National Tech School Misamis Occidental Aloran Trade High School Ozamiz City Ozamiz City School of Arts and Trades

Region XI Davao City Baguio National School of Arts and Trades Elias D. Gumalang Home Industries Maria Cristina P. Belcar Agricultural High School Marilog HS of Agriculture Davao City National High School Davao del Norte Carmen National High School Davao Oriental E. Moralizon National Vocational High School Davao del Sur Davao Del Sur School of Fisheries Mati City Lupon Vocational High School Taguibo Vocational High School Tagum City Tagum National Trade School

Region XII General Santos City General Santos City National Secondary School for Arts and Trades Bula National School of Fisheries Sarangani James L. Chiongbian National Trade School Malalag National High School South Cotabato Tantangan National Trade High School

Region XIII Surigao del Norte Gigaguit National School of Home Industries

The ALS-EST Program

References • INTERNATIONAL LABOUR ORGANIZATION. Conceptual Framework for Purpose of Measurement of Cooperatives and its Operationalization. October 2017. Retrieved March 2019. Available at www.ilo.org/global/topics/ cooperatives/publications/WCMS_578683/lang--en/index.htm • NATIONAL DEVELOPMENT AUTHORITY. The Philippine Development Plan 2017 to 2022. Retrieved March 2019. Available at www.neda.gov.ph/wpcontent/uploads/2018/02/PDP-Brochure.pdf • UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION . “Non-formal education.” Retrieved March 2019. Available at uis.unesco.org/node/334726 • UNITED NATIONS. Sustainable Development Goals. Retrieved March 2019. Available at sustainable development.un.org/?menu=1300 DEPARTMENT OF EDUCATION • BRIONES, LEONOR M. “Quality, Accessible, Relevant and Liberating Basic Education for All: Our 10-Point Agenda.” 2016. • D.O. 46, s. 2017. Framework for the Pilot Implementation of the Alternative Learning System-Education and Skills Training. 15 April 2017. REPUBLIC OF THE PHILIPPINES • Duterte, Rodrigo. State of the Nation Address. 2016. • Philippine Constitution. 1987. • Republic Act 9155. Governance of Basic Education Act of 2001. 11 August 2001. • Republic Act 10533. An Act Enhancing the Philippine Education System by Strengthening its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes. 15 May 2013.

ALS-EST Handbook for Implementers

THE LEARNERS

ALS-EST Handbook for Implementers

The Learners

epEd seeks to bring all school-age OSCY back to formal education. It implements various programs that encourage enrollment and school attendance. These include, among others: improvements in the learning environment, school-based feeding for undernourished elementary school children, financial assistance to secondary level students in private schools, and the SHS program that includes employment as exit option. Some children and youth however, face certain circumstances that constrain them from completing basic ed. The difficulty of returning to formal school intensifies as a learner grows older, as pressures to find work or stay at home become greater. ALS provides a NFE pathway for these individuals to finish basic ed. ALS-EST, as a variant of ALS, targets OSY and adults who were unable to finish basic ed so they can live and participate meaningfully as productive and engaged members of the community.

Target Learners ALS-EST is intended mainly for individuals who are • 15 years and above • out of school • were unable to finish basic ed This is the same main participating clientele of ALS. For 2018, ALS has a total enrollment of 838,843 learners, of which 650,663 or 77.6% are age 15 to 30 (see Table 3-1).

Enrollment Requirements At present, ALS-EST is offered for pilot implementation only in a limited number of DepEd schools. More schools and other ALS delivery modes will offer ALS-EST in the future.

ALS-EST Handbook for Implementers

The Learners

Table 3-1. Age Distribution of ALS Enrollment, 2018 Age 14 and Below

BLP 4,549

A&E Elementary

A&E Secondary

Total

14,628

11,177

30,354

1,653

9,455

18,216

29,324

2,154

10,934

46,972

60,060

2,206

10,248

61,485

73,939

2,638

10,926

69,501

83,065

2,406

8,058

56,051

66,515

2,325

7,509

48,377

58,211

2,009

6,035

39,052

47,096

1,947

5,250

33,021

40,218

1,933

4,878

29,516

36,327

1,784

4,153

24,472

30,409

1,648

3,876

21,524

27,048

1,696

3,679

19,713

25,088

1,465

3,105

16,806

21,376

1,611

3,108

15,708

20,427

1,357

2,557

12,839

16,753

1,347

2,,355

11,105

14,807

32,723

31,463

97,342

157,826

66,104

139,862

632,877

838,843

31 and Above Total Source: LIS, as of December 2018

Qualified learners who intend to enroll in an ALS-EST program need to: • Accomplish an enrollment form (see Box 3-1 for a sample) • Submit three basic documentary requirements: Birth Certificate Barangay Clearance Photocopy of report card of last school attended • Attend an orientation and pre-enrollment interview, either in the school offering the Program or in a designated interview venue

ALS-EST Handbook for Implementers

The Learners

Box 3-1. Sample ALS-EST Application Form

Department of Education

ALTERNATIVE LEARNING SYSTEM - EDUCATION AND SKILLS TRAINING

ALS-EST ENROLMENT FORM (ASF2) Learner's Basic Profile

Date Skills Program

: :

LRN (if available)

Personal Information (Part I) Last Name • Address:

House No./Street/Sitio

First Name

Middle Name

Name Extension

Barangay

Municipality/City

Province

• Birthdate (mm/dd/yyyy): _____/_____/________ Place of Birth (Municipality/City) • Sex:

□Male □Female

• Civil Status:

□Single

□Married

□Widow/er

□Separated

□Solo Parent

• Religion: ____________• IP (Specify ethnic group) : ______________ • Mother Tongue : _______________

□Yes

PWD:

□No

• Name of Father/Legal Guardian Last Name

First Name

Middle Name

Occupation

First Name

Middle Name

Occupation

• Mother's Maiden Name Last Name

Educational information (Part II)

• Last grade level completed Elementary : Secondary :

□G-1 □G-8

□K □G-7

□G-2 □G-9

□G-3 □G-10

□G-4 □G-5 □G-11

□G-6

• Why did you drop out of school? (For OSY only) □No school in Barangay

□School too far from home □Unable to pay for miscellaneous and other expenses Others: □YES □NO

• Have you attended ALS learning sessions before? If Yes:

Name of the Program: _____________________________________________

Year Attended: ___________

□Needed to help family

Level of Literacy:

□Basic

□Elem. □Sec.

□InfEd

Have you completed the Program? (Yes/No) _______ If NO, state the reason:

Accessibility and Availability (Part III) in kms

• How far is it from your home to your Learning Center? • How do you get from your home to your Learning Center? • When can you attend your Learning Session?

_______________________________________ Facilitator: Signature and Date

ALS-EST Handbook for Implementers

□Walking

□Motorcycle

□Bicycle

in hours and mins.

□Others (Pls. Specify)

___________

_____________________________ Learner: Signature and Date

The Learners

Screening Process All ALS-EST applicants undergo a screening process that determines their suitability and readiness for the ALS-EST program. There are separate screenings for the education and skills training components of the Program. Screening Process for the Education Component This follows the same procedures as the regular ALS program. • The applicant-learner takes the Functional Literacy Test (FLT). Learners identified to be at the basic literacy level will also take the Assessment of Basic Literacy (ABL). • The applicant-learner undergoes a review of prior learning a self-assessment of his/her abilities and readiness for different levels of learning • The applicant-learner has an interview-counselling session with an ALS-EST teacher. The results of this screening process will determine an appropriate starting level for the learner (for example, Basic Literacy, Elementary, Secondary), and his/her priority learning needs. Screening Process for the Skills Training Component This varies depending on the specific skills training offered by the school. ALSEST schools usually offer skills training covered by Technical Education Skills and Development Authority (TESDA) Training Regulations (TR). • The screening is based on various criteria corresponding to the nature, complexity, and prerequisites of the skills training s/he applies to. Successful applicant-learner takes the TESDA National Certification (NC) test at the end of the skills training program. All applicants are required to speak and read basic conversational English since ALS-EST training manuals and written skills tests are in English. Several TESDA NC level skills have a minimum age requirement. • The Skills Trainer meets with the applicant-learner to assess his/her suitability for the skill areas.

ALS-EST Handbook for Implementers

The Learners

Joint Review The ALS teacher and Skills Trainer together review the screening results, and determine if the offered ALS-EST program is appropriate for the learner. The ALS teacher and Skills Trainer assess and determine the learning level in the ALS basic ed program the applicant-learner should start. • If the applicant-learner is 15 to 17 years old, s/he will be assigned to a program for up to Junior High School (JHS) level. • An applicant-learner may be assigned to a program of SHS equivalency if s/he is at least 18 years old, and has previously completed JHS through formal education or ALS/ALS-EST. If it is determined that the ALS-EST program on offer is not suitable for the applicant-learner, the school shall explore and refer him/her to an alternative program or another ALS-EST school with the appropriate program.

Registration into the Learner Information System After the applicant-learner is admitted to the Program, the ALS teacher inputs the learner’s profile into the Learner Information System (LIS). • The learner is tagged as an ALS-EST Learner. • A learner can only be tagged by one school. There shall be no cross-enrollment in an ALSEST program with another school. • The ALS teacher registers the learner to the LIS using the account given to him/her by the ALS System Administrator who is the Education Program Specialist for ALS (EPSA) from the Division Office.

LEARNER INFORMATION SYSTEM D.O. 26, s. 2015 established the LIS as an accurate and reliable registry of learners and schools, and to ensure availability of relevant data and information for planning and implementation. All schools register and update their learners’ profiles using the LIS. Once registered, a learner is issued a permanent Learner Reference Number, which is used for the entirety of her/his basic ed program. The LIS can be accessed through: https://lis.deped. gov.ph. An ALS teacher accesses the LIS using an official account.

The school administrator and authorized personnel in the division, regional, and central offices have access to the Learner’s information.

ALS-EST Handbook for Implementers

The Learners

Benefits to Learners After completing the screening process, a qualified ALS-EST Learner is ready to enjoy the benefits of the Program. • All ALS-EST Learners are seen as partners, directing their own learning and journey to their personal development. • The Program does not have a single duration across its courses. It varies depending on the Learner’s level of prior learning and the nature of the skills training s/he chooses. • The Program is conducted through face-to-face learning sessions, supported by independent learning. • DepEd covers expenses for materials, tools, and supplies required for the implementation of the ALS-EST program. The Learner’s participation in the ALS-EST program is free of charge. • The Learner is expected to cover only minimal incidental costs, if any. The school will exert efforts to mobilize counterpart resources from LGUs and other partners to help cover incidental expenses. The ALS-EST Learner gains basic ed competencies and technical vocational skills suited to their age and level of learning. • The Learner is assigned to the appropriate basic ed level: elementary, JHS or SHS. • The Learner attends skills training that matches and enhances his/her current skillset. • Completion of the ALS-EST program prepares the Learner to take the A&E Test for the appropriate level as well as the TESDA NC if s/he chooses. • Upon exit from and completion of the ALS-EST program, the Learner is ready for various opportunities. The Program is designed to equip him/her with the necessary competencies needed for any of the following (see Chapter 9, Post-Program Options): Entry back to formal school Higher education Middle or higher-level skills training Employment Entrepreneurship ALS-EST Handbook for Implementers

The Learners

References DEPARTMENT OF EDUCATION • D.O. 26, s. 2015. Learner Information System (LIS) and Enhanced Basic Education Information System Updating For Beginning of School Year 20152016. 26 June 2015. • Enhanced Basic Education Information System (EBEIS) SY 2018-2019. Learner Information System (LIS). Generated on 10 December 2018.

ALS-EST Handbook for Implementers

CURRICULUM

ALS-EST Handbook for Implementers

Curriculum

he ALS-EST Curriculum is a combination of the ALS K to 12 Curriculum and the TVL Track component of the formal SHS Curriculum.

The ALS K to 12 Curriculum currently covers only up to JHS. However, an ALS Curriculum for SHS is under development, and its latest draft version includes a TVL Track, where the learner chooses a specialized skill and undergoes work/ industry immersion. This is compatible with what ALS-EST implements. ALS-EST, therefore, expects a smooth transition to the forthcoming ALS SHS Curriculum. While waiting for the ALS SHS Curriculum, ALS-EST will pilot a SHS equivalent, using the formal Senior High School Technical Vocational (SHS TVL) track curriculum delivered through the NFE modality.

ALS K to 12 Curriculum The ALS K to 12 Curriculum contains a learning continuum of essential skills, knowledge, attitudes, life skills, learning-to-learn skills, and values desired for ALS Learners. Table 4-1 lists the six interrelated learning strands contained in the 2018 ALS K to 12 Curriculum. ALS-EST Learners and completers are expected to demonstrate learning of competencies from each of the six learning strands. • Each learning strand provides content standards. These are statements of the core content in terms of knowledge or skill that students should learn and understand. • Under each content standard are a number of performance standards. These are the work that a learner is expected to be able to do. These demonstrate the achievement, acquisition, and application of the knowledge or skill required by the content standard. • Comprising performance standards are learning competencies. These are more specific applied knowledge, skills, and values that indicate or validate learning consistent with the broader content and performance standards. The curriculum indicates to what ALS level the learning competency is applicable.

ALS-EST Handbook for Implementers

Curriculum

Table 4-1. ALS K to 12 Basic Education Curriculum Learning Strands, Summary of Objectives and Coverage

Learning Strand 1 Communication Skills (English) The main thrust of Learning Strand 1: Communication Skills is to develop the ability to access, critically process, and effectively use available information in a variety of media to be able to: 1. function effectively as a member of the family, community, nation, and the world 2. participate actively in community and economic development. Learning Strand 1 involves the five macro skills: (1) listening purposively and critically; (2) speaking clearly and appropriately; (3) reading to process and critically use information from a wide range of written materials and other forms of media; (4) expressing oneâ&#x20AC;&#x2122;s ideas and feelings clearly and effectively in writing; and (5) viewing as an ability to demonstrate critical understanding and interpretation of visual media.

Communication Skills (Filipino) Kasanayan sa Komunikasyong Filipino Ang pangunahing layunin ay mapaunlad ang kakayahan ng mga matatatanda at kabataang hindi na nakapag-aral upang kritikal na masuri, maabot at epektibong magamit ang impormasyon sa pamamagitan ng ibaâ&#x20AC;&#x2122;t ibang uri ng midya upang: 1. epektibong magampanan ang tungkulin bilang miyembro ng pamilya, komunidad, bansa at daigdig 2. aktibong makilahok sa pagpapaunlad ng komunidad at ekonomiya. Kasangkot din dito ang limang makrong kasanayan: (1) kritikal at malayuning pakikinig; (2) wasto, angkop at malinaw na pagsasalita; (3) pagpoproseso mula sa pagbabasa at masusing paggamit ng impormasyong nakasulat o inihayag gamit ang ibaâ&#x20AC;&#x2122;t ibang anyo ng midya; (4) pagpapahayag ng naiisip at nararamdaman nang malinaw at epektibo sa pamamagitan ng pagsusulat; at (5) kritikal na pag-unawa at pagpapakahulugan sa panonood ng mga midyang biswal.

ALS-EST Handbook for Implementers

Curriculum

Learning Strand 2: Scientific Literacy and Critical Thinking/ Learning Strand 3: Mathematical and Problem-Solving Skills Learning Strands 2 and 3 are intended to develop skills which include the core competencies of scientific literacy and numeracy. Integrated across scientific and numeracy literacy skills are the critical functional competencies of openness to change, awareness of options, ability to make critical and informed decisions, curiosity, innovativeness and creativity, scientific thinking, logical reasoning, spatial intelligence, and future orientation. These competencies specifically seek to extend and refine learners’ critical and creative thinking processes including the abilities to: 1. organize new knowledge 2. gather and analyze information 3. categorize things and ideas 4. make comparisons 5. infer principles from evidences 6. critique one’s own thinking 7. evaluate options as a basis of decision making 8. apply the scientific process 9. seek explanation for applying the scientific process 10. support assertions with evidences 11. overcome obstacles and find a better way to do things 12. apply principles to draw conclusions 13. learn independently The ultimate goal of Learning Strands 2 and 3 is to develop individuals who are aware of their own thinking, able to make critical and informed decisions, defend their ideas and evaluate the ideas of others and are persistent in striving for new ways of solving problems. Through the development of such critical thinking and problem-solving skills, ALS learners will enhance their own personal and social effectiveness as a pathway to improve quality of life.

Learning Strand 4: Life and Career Skills Learning Strand 4 focuses on the attitudes, skills, and knowledge (competencies) necessary for earning a living and promoting a sustainable lifestyle. This learning strand covers the ability to earn a living–through employment/self-employment, entrepreneurship, sustainable consumption–live within one’s means, navigate the market place (as both consumer and seller), reduce wasteful expenditure and perform wise consumption/ utilization of resources, conserve resources for future generations, and produce and use work-related skills, knowledge, values, and technology to maximize one’s efficiency and performance as a productive citizen. In addition to demonstrating mastery of skills completed under Learning Strand 4, all ALS learners are encouraged to complete at least one TVL track specialization leading to the acquisition of occupational skills and a NC. Learners are referred to the list of specializations in formal school’s TVL Track.

ALS-EST Handbook for Implementers

Curriculum

Learning Strand 5: Understanding Self and Society Learning Strand 5 is intended to help learners acquire a positive sense of self and social responsibility that will lead them to develop their potentials and enable them to live together harmoniously within the contexts of their family, local community, and country as well as participate as a member of the Association of Southeast Asian Nations (ASEAN) region and an increasingly global community. In an increasingly globalized world, it is important that learners are able to see things through the hearts, minds, and eyes of others and understand the impact of regional and global issues on their lives and the lives of the members of their family, community, and country. The learning strand endeavors to encourage learners to continue developing the knowledge, attitudes, values, and skills in order to act locally in building a just, peaceful, equitable, compassionate, multi-cultural, and pluralistic society. Hence, it is important to articulate in the minds of the learners that whatever they do affects their sphere of influence (family and community) and creates an impact on the nation, the region, and the world. Thus, as members of the ASEAN and world communities, learnersâ&#x20AC;&#x2122; horizons for developing identity need to be national, regional, and global.

Learning Strand 6: Digital Citizenship This learning strand seeks to help equip ALS learners with critical knowledge, skills, and values to be able to live and work effectively as part of the digital universe. To achieve digital literacy, ALS learners need both Information and Communication Technologies (ICT)-related knowledge and skills and the ability to integrate such skills and knowledge across the competencies listed in the other four learning strands of the ALS curriculum. This is the application part where the learners use their digital knowledge and skills as tools to communicate with others and solve problems in daily life. Each of the other four learning strands will thus go hand in hand with Learning Strand 6. This Learning Strand covers the following digital citizenship competencies: 1. Digital Concepts 2. Digital Operations and Management 3. Digital Applications 4. Digital Systems Network 5. Digital Devices 6. Digital Ethics Source: Omnibus Policy on K to 12 (Forthcoming)

ALS-EST Handbook for Implementers

Curriculum

Alignment to Formal K to 12 Table 4-2 provides the alignment of the ALS K to 12 Curriculum with the grade levels of the formal school system. • The ALS K to 12 is aligned but is not a mirror image of the formal K to 12 Enhanced Curriculum for Basic Ed. It does not have all the competencies of the formal school curriculum. ALS K to 12 curriculum adds competencies not found in the formal school system: – Digital citizenship skills – Global citizenship skills – Learning-to-learn skills – Life skills-related competencies Table 4-2. Alignment of ALS K to 12 Curriculum with Formal K to 12 ALS K to 12 Levels

K to 12 Enhanced Basic Education Levels

Elementary Basic Literacy

Kindergarten to Grade 1

Lower Elementary

Grades 2 to 3

Advanced Elementary

Grades 4 to 6

Secondary Junior High School

Grades 7 to 10

Senior High School

Grade 11 to 12

Learner-Centered, Community-Responsive Implementation ALS-EST caters to a special subset of learners who have different capacities and needs. For the Program to be relevant for them, and to increase the likelihood that they will complete the Program, the curriculum has to be responsive to learners’ needs and expectations. In the implementation of the ALS K to 12 Curriculum, it is essential that teachers focus on the everyday application of competencies. This shall also guide the development of appropriate, relevant, and responsive learning materials and learning assessment tools. 36

ALS-EST Handbook for Implementers

Curriculum

ALS-EST teachers are encouraged to make learning more meaningful and resonant to adult learners by contextualizing the education competencies. This can be done by: • Building on learners’ existing knowledge and experience • Respecting and incorporating local knowledge and community wisdom • Responding to specific learner needs and potentials The level of learners’ prior learning will be assessed with results used as basis for identifying learning gaps/needs. Learners’ performance across learning strands will be monitored and documented throughout the Program. At the point of exit, their level of competence will be assessed and certified. • The Program respects learners, particularly adult learners, who may not be interested in full equivalency certification, but want to strengthen specific basic ed competencies or improve their overall life skills. In such cases, the ALS teachers will customize learning programs around needed competencies based on the ALS K to 12 Curriculum while ensuring integration with the skills training component. These functional literacy type programs might be shorter than a regular ALS-EST equivalency program.

Skills Training Curriculum Technical Skills development is seen as an essential component of economic growth. In its meeting in Washington DC in April 2010, the G20 Employment and Labor Ministers recommended to prioritize education, lifelong learning, job training, and skills development strategies. They also specified the following critical elements (ILO, 2010): • Broad availability of quality education as a foundation for future training • Solid bridges between the world of work and training providers in order to match skills provision to the needs of enterprise • Continuous workplace training and lifelong learning • Anticipating and building competencies for future needs • Ensuring broad access to training opportunities for all The ALS-EST program agrees with these critical elements, and seeks to promote the full integration of the ALS K to 12 Curriculum and the SHS TVL Track wherever appropriate and relevant. ALS-EST Handbook for Implementers

Curriculum

Most of the 98 pilot ALS-EST schools implement skills training curricula anchored on the national technical training standards of TESDA. Table 4-3 lists some of these technical skills and subskills training. Table 4-3. Examples of Technical Skills and Subskills Training Offered by TESDA Skills

Subskills

Food and Housekeeping

Food and Beverage Cookery Food Processing Baking and Pastry Production Housekeeping Electrical Installation and Maintenance Computer System Servicing Automotive Shielded Metal Arc Welding Electronics Production and Assembly

Electronics and Welding

Skills Wellness

Dressmaking

Agriculture

Carpentry

Subskills Hairdressing Nail Care Wellness Massage Beauty Care Tailoring Dressmaking Garments and Textile Fashion Design Organic Vegetables Organic Agriculture Agricrop Production Plumbing Carpentry Furniture and Cabinet Making Technical Drafting

Skills Training Offerings Demand and supply factors influence the choice of skills training offered by the pilot schools. Whether a skill qualifies for TESDA NC also matters. A careful consideration of these demand and supply factors should constitute the basis for generating a list of priority skills training that may be offered through the ALS-EST program. â&#x20AC;˘ ALS-EST schools need to consider the available resources in the host school and community to determine the supply side. For example, schools need to take stock of the availability of the following: Skill trainers/assessors Materials Workshops Equipment 38

ALS-EST Handbook for Implementers

Curriculum

• On the demand side, schools need to align their skills training offerings to the preferrences of target learners, and the human resource requirements of the community. Aligning skills training with job market demands helps to increase the likelihood of employment for ALS-EST graduates, and avoid skills-employment mismatch. The schools need to conduct market analysis to identify skill areas with high demand in the labor market. This requires consulting with key stakeholders, such as TESDA, Department of Trade and Industry (DTI), Department of Labor and Employment (DOLE), LGUs, private employers/Chambers of Commerce and skills training providers among others. • Schools and implementers may adopt the Standard Needs Assessment Survey tools, currently used by TESDA to come up with a systematic list of demand-driven skills that could be offered through ALS-EST. Identified learners will be matched, as far as practicable, with the most compatible skills training offering, taking into consideration proficiency assessments, inclination or interest of the learners, and counselling. The results of the learners needs assessment are analyzed against the results of the labor market analysis, and the availability of resources. Skills Training Content Skills Training shall follow TESDA TR or approved non-TESDA Training Programs. • A TR “serves as basis for which the competency-based curriculum and instructional materials and competency assessment tools are developed,” and “defines the competency standards for a national qualification and how such qualification can be gained, assessed, and be given recognition.” A TR specifies the training arrangements, including: curriculum design, training delivery, entry requirements, list of tools, equipment and materials, training facilities, trainer’s qualification, and institutional assessment. The TESDA website lists almost 300 downloadable TRs, covering skills eligible for varying levels of qualification. • Schools can also offer non-TESDA Training Programs, subject to approval of the ALS-EST Project Management Team at the Division level.

ALS-EST Handbook for Implementers

Curriculum

Box 4-1. A Sample Training Syllabus for Baking Technology The syllabus outlines the fundamentals of and technical know-how in baking. It incorporates different baking methods and procedures undertaken in a workshop setting to enhance the learning process. Course Objective: The intensive course aims to develop and produce well-rounded skilled bakers equipped with updated baking knowledge and techniques. Duration: The program lasts two quarters or a total of 50 weeks (five days a week). Weeks 1 to 20 are for academic in-school training while Weeks 21 to 50 are for on-the-job training. Training Plan: The table below shows a segment of the skills training plan on Baking Technology. Values education is a mandatory component of skills training.

Table 4-4. Training Plan: Baking Technology Week

Competencies • Workplace communication • Working in a team • Career Professionalism

• Effective communication (oral and written) • Industry policies and practices • Desirable work attitudes and values

• Occupational safety and maintenance • Baking Terminologies 1

• Occupational health & safety procedures, practices, and regulations • Baking terminology comprehension

• Baking Terminologies 2 • Ingredients and their functions

• Baking terminology comprehenison (continued) • Identifying different baking ingredients and their functions

Week

Focus

Skills

Sub-skills

• Pies and pastries production • Other baked products

• Choux pastry • Perfecting the crust • Baking the meringue

• Cream puffs • Custard pie • Pineapple pie • Buko pie • Brazo de Mercedes

IN-HOW (Intensive Hands-on Workshop) Culmination Part 1

• Inventory and evaluation of skills and competencies • Practice acquired skills

• Breads • Cakes

IN-HOW Culmination Part 2

Source: Tuloy sa Don Bosco Foundation

Training Skills

ALS-EST Handbook for Implementers

• Cookies • Pies and pastries

Curriculum

This includes among others: skills training designed by national government agencies (NGAs) (for example, Agricultural Training Institute, Philippine Carabao Center, Department of Tourism), training programs developed by industry or private training institutions. Box 4-1 gives an example of a Training Syllabus developed and used by a private tech-voc school. Skills training should incorporate relevant Core Competencies of the ALS Elementary and Secondary curriculum as may be necessary for the development of certain skills. For example, measurement for carpentry, or weights and measures for baking. Schools should be guided by the results of the recognition of prior learning (RPL) assessment of learners to guide them in the selection and design of the skills training content. Some learners may have acquired specific skills prior to their enlistment to ALS-EST, and schools should be able to build on those. The length of the skills training depends on its design, as outlined in the TR or the approved training program, and the specific needs of learners and the community. It is possible for schools to have comprehensive trainings that last for several months, and also have shorter duration trainings with specific focus. The schools will devise appropriate schedules for the education component and the skills training component of the Program. As an implementation strategy, many ALS-EST schools offer the education component on weekdays, and the hands-on vocational skills training on weekends.

Integrating Education and Skills Training Competencies ALS-EST aims to maximize opportunities for curriculum integration. This involves: • Integration of competencies across the six learning strands • Integration of ALS education and skills training competencies Integration will make the skills training more meaningful as students learn not only the ‘how’ but also the ‘why’ of doing things. Students learn to be critical of their own work leading to improved ways of thinking which is an essential requirement for becoming an empowered and productive member of society.

ALS-EST Handbook for Implementers

Curriculum

Aligning these learning competencies require that the ALS teachers and Skills Trainers work together to do joint mapping, draw up the syllabi together, and plan the teaching tasks (see Chapter 6, Learning Delivery, and Chapter 7, Learning Facilitators and Tech-Voc Teachers). There have been efforts by ALS-EST schools and non-DepEd partners to integrate skills training with the teaching of education competencies. Box 4-2 and Box 4-3 give examples.

Box 4-2. Curriculum Integration in Inocencio V. Ferrer Memorial School of Fisheries The school approaches curriculum integration in four steps: mapping, curriculum web, curriculum brief, and session guide. â&#x20AC;˘ Mapping: Competencies identified in the learning strands specified in the Individual Learning Agreement (ILA) can be mapped and matched with those required for the skills training. Table 4-5 shows a sample of mapped competencies.

ALS-EST Handbook for Implementers

Curriculum

Table 4-5. Sample of Competencies Map: Food Processing NC II ALS-EST LEARNING STRANDS

1. Interpret common written abbreviation and acronyms LS 1 CS/EN-PSC-BL-3

1. Analyze Data from Graphs and Charts 2. Percent and Percentage LS2 CP/INS-NS-PSB-AE/LE-69

1. Ratio and Proportion LS2 CP/NS-NS-PSB-AE-65

2. Scientific Methods of Food Preservation LS2 SC-AS-PSB-BL/LE/AE/ LS-1.2.1

1. Reduce Wastage of Resources at Home and Work 2. Proper Ways of Caring for and Conserving the Environment S2 SC-AS-PSB-LE/AE/LS/AS19.28

SKILLS COMPETENCIES

LO3 Implement Food Sanitation Practices 1.1 Workplace Sanitation Regulation in Implementing Sanitary Food Handling Practices 1.2 Safety Measures to be Observed in Implementing Sanitary Food Handling Practices LO3 Perform Post Packaging Procedures 1.1 Method of Labeling LO1 Perform Mathematical Computation 1.1 Summarizing and Tabulating All Raw Data Gathered LO5 Production Report 1.1 Process Flow Chart of Making Pickled Mixed Vegetables 1.2 Daily Production Input 1.3 Daily Production Output LO3 Process Food/Fish by Salting, Curing and Smoking 1.1 Prepare Salting, Curing Solutions and Mixture ( Measuring and Weighing required salt for salting, curing and smoking) LO4 Cook Sugar Concentrates 1.1 Cook Jam, Jellies, Marmalade and Preserves LO3 Process Foods by Fermentation and Pickling (Fruits and Vegetables) 1.1 Perform Alcoholic Fermentation 1.2 Perform Acetic Acid Fermentation 1.3 Perform Lactic Acid Fermentation LO3 Process Fish and Other Fishery Products by Fermentation and Pickling 1.1 Prepare Salting and Curing Solution and Mixturing LO4 A. Render Safety Measures 1.1 Safety Measures to be applied to work place rules and regulations LO5 B. Implement Housekeeping Activities 1.1 Waste Management

ALS-EST Handbook for Implementers

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ALS-EST LEARNING STRANDS

SKILLS COMPETENCIES

3. Prepare a Plan for Setting Up a Small Business LS4 LC-AE-RSB-LE/AE/LS/ AS-8.1

LO5 Production Report 1.1 Procedure for Determining the Selling Price of Processed Products 1.2 Financial Recording

4. Understand Work Related Health LS2SC-AS-PSB-BL/LE/AE/LS/ AS-1.4.3

LO2 Observe Personal Hygiene and Good Grooming 1.1 Measure to consider in Practicing Personal Hygiene and Good Grooming LO3 Implement Food Sanitation 1.1 Food Safety

Source: IVFMSF (n.d.)

• Curriculum Web: From the identified competencies for both basic ed and skills training, a central theme or a binding project/performance may be utilized to connect these competencies together. Figure 4-1 shows a sample curriculum web.

Figure 4-1. Sample Curriculum Web: ALS Competencies and Skills Competencies Percent and Percentage

LS-ZCP/NS PSB AE/L5 72

LO 5 PRODUCTION REPORT

Analyze Data from Graphs and Charts

LO 2 PERFORM MATHEMATICAL; COMPUTATION 1.1 Summarize and Tabulating All Data

Source: IVFMSF (n.d.)

• Curriculum Brief: This is a comprehensive documentation of the integrated curriculum, which specifies the ALS and Skills Competencies, as well as the Teaching-Learning Strategies. • Session Guide: From the curriculum brief, facilitators/trainers may proceed with developing a session guide. The session guide lays out the activities to be done for a specific session. Table 4-6 gives an example.

ALS-EST Handbook for Implementers

Curriculum

Table 4-6. Sample Session Guide: Food Processing NC II (Excerpts) Learning Objectives1 1.1 Textual Form 1.2 Tabular and Graphical Form 1.3 Flow Chart of making Salted Egg Key Learning Points Summarizing and Tabulating all Raw Data Gathered Any set of information or data collected for study should be organized and analyzed systematically for easier and faster interpretation. To do this, collected data may be presented in any of the following forms: 1. The textual forms are used when data to be presented are few. 2. The tabular and graphical forms are used when more detailed information is to be presented Using tables and graphs has the following advantages: 1. Data is presented in more practical and convenient way. Instead of writing text on the information gathered, items can be enumerated in tabular form or shown in graphical form 2. Data can be compared more easily Recording tables and graphs can be done more easily because the needed information can be seen at a glance. 3. Data can be analyzed comparatively Tables and graphs enable a thorough analysis of data because all needed information is clearly known.

Methodology/Activities

Introduction: Ensure that the room was arranged based on the design grouping and all conditions are observed. DO: Greet the learners and make them comfortable. Unlocking Difficulties (Matching Type) Duration: 10 minutes

Direction: Write the correct answer in column A from its corresponding answer to column B. Duration:10 minutes A

_____1. To count, record or list systematically _____2. A collection of information about a study under investigation _____3. The process of capturing data or translating information to a recorded format stored on a storage medium often referred to as â&#x20AC;&#x2DC;recordâ&#x20AC;&#x2122; _____4. A homogenous mixture of substance with variable composition _____5. A written record showing the inputoutput relationship in determining the yield from a certain procedure

a. Production Report b. Tabulate c. Data d. Recording e. Solution f. Cost

MOTIVATION: FOUR PICS ONE WORD (slides presentation) Duration: 15 minutes The trainer will present several slides. The trainees will guess what word is being used to describe the picture in the presentation. Source: IVFMSF (n.d.)

ALS-EST Handbook for Implementers

Curriculum

Box 4-3. Curriculum Integration in Silliman University Siliman University is a private research university based in Dumaguete City. It is developing an ALS-EST program that covers the following skills: para-teaching, assistant librarianship, sports coaching and officiating, and information and communications technology. Siliman University took the following steps to integrate the education and skills training curriculum for the Program: • Reviewed the content, performance standards, and competencies for the six ALS learning strands • Specified the competencies required for the intended ALS-EST programs • Took into account the needed competencies for skills training vis-a-vis TESDA handbook, tertiary syllabuses, coaching manuals, and other reference materials • Mapped the content and performance standards as well as competencies for each of the programs based on the Basic Education Enhanced K to 12 Curriculum Program, the updated ALS learning strands, baccalaureate course competencies, TESDA competencies, and competencies indicated in training manuals • Finalized the time allocation for each program and the actual time allocation needed for each unit/ skill to be covered • Did a breakdown of coverage or processes needed to achieve the standards/competencies and skills in every program, using an agreed format • Derived the meaning of the learning goals of the knowledge that need to be acquired and transferred them to each of the lessons and units in the specific program • Specified the key ideas and essential questions for each of the units in each of the programs, including teaching and learning strategies/activities, assessments (diagnostic, formative and summative), journal writing for portfolio assessment, and other materials and resources needed • Identified the core values to be integrated, according to DepEd’s and the University’s Vision, Mission and Goals • Established the alignment of content and learning progression within and across programs • Completed the articulated and integrated curriculum maps for the programs • Modules for each of the programs will be designed based on the curriculum maps Source: Silliman University

References • DEPARTMENT OF EDUCATION. Omnibus K to 12 Policy. Forthcoming. • INTERNATIONAL LABOUR ORGANIZATION. A Skilled Workforce for Strong, Sustainable and Balanced Growth. 2010. • INOCENCIO V. FERRER MEMORIAL SCHOOL OF FISHERIES. A Journey of IVFMSF ALS-EST Towards Curriculum Integration: An Innovation (PowerPoint Presentation). n.d. • SILLIMAN UNIVERSITY. Presentation on Curriculum Integration for ALSEST. Unpublished. • TECHNICAL EDUCATON AND SKILLS DEVELOPMENT AUTHORITY. Training Regulations. Retrieved June 2018. Available at www.tesda.gov.ph/ Download/Training_Regulations • TULOY SA DON BOSCO FOUNDATION INC. Training Syllabus for Baking Technology. Unpublished. 46

ALS-EST Handbook for Implementers

LEARNING RESOURCES

ALS-EST Handbook for Implementers

Learning Resources

earning resources constitute an important support component of the ALS-EST program as they enhance and optimize the teaching-learning process. It is essential to provide an environment that is conducive to learning, understanding, reflection, and engagement. Resources are developed and provided for both the basic ed and skills training components of the ALS-EST.

Types of Learning Resources Learning Facilities Learning facilities are physical resources where the teaching-learning process takes place, for example, learning centers, kitchens, workshops, and laboratories. â&#x20AC;˘ ALS-EST uses available facilities in the community that are conducive to learning, and help learners acquire the most appropriate and updated techniques and technology. These facilities frame the learning environment which is a critical pillar of learning delivery. ALS-EST uses the facilities of the implementing schools as a main resource for the skills training component. These schools are equipped for the delivery of Technical Vocational Education Training (TVET). The basic ed component is more flexible as to where learning takes place or as to the learning facilities used. Where possible, implementing schools may link with partners for the use of specific facilities like kitchen, laboratories and workshops for both the basic ed and skills training components (see Chapter 10, Partnerships). â&#x20AC;˘ A good learning facility is important because it provides: Spaces conducive to basic learning and practice of skills Repository sites/places to store modules and equipment used for basic ed and skills training Spaces for interaction among teachers and learners Spaces for other activities relevant to the implementing schools and learners

ALS-EST Handbook for Implementers

Learning Resources

In the long term, ALS-EST hopes to develop and build ALS-EST Learning Centers. Figure 5-1 illustrates a prototype of an ALS-EST Learning Center. Box 5-1. A Prototype: ALS-EST Learning Center The Lawaan National School of Craftsmanship and Home Industries in Lawaan, Eastern Samar hosts the first ALS-EST Learning Center. This ALS-EST Learning Center is designed as a multi-use facility with dedicated spaces: • Lecture and demonstration room • Skills workshop room (depending on skills training offered) • Teachers’ room • Storage area • Nursery/playground for the children of learners • Wash area This learning center was designed and built in partnership with the Philippine Business for Social Progress, a foundation committed to poverty reduction and meaningful social change, with support from the Australian Government.

Figure 5-1. ALS-EST Learning Center Prototype Sketch

ALS-EST Handbook for Implementers

Learning Resources

Learning Modules

Learning modules are printed or non-printed materials that guide both teachers and learners through the content of and learning activities for a subject matter, for example, subject matter modules in text or video format. As ALS-EST evolves, it will contribute to the refinement of existing, and the development of new modules in line with these principles: Interactive Use the four A’s of adult learning: Activity, Analysis, Abstraction and

Application Informal and conversational in style Incorporate self-assessment Contextualized in everyday situations Culture-responsive/sensitive Gender-responsive Project-based learning Authentic assessment Suitable for self-learning • Basic Ed Modules

ALS-EST uses the basic ed materials prescribed in the regular ALS program (ALS Manual, forthcoming). – These modules are designed to address the skills and competencies corresponding to the six learning strands of the ALS Curriculum. – The Basic Ed component uses an integrated approach where lessons are tackled as practical applications across functions in everyday life. • There are text-based materials currently available (ALS Manual, forthcoming): Basic Literacy Program A&E Program (Elementary and JHS) Academic Bridging (JHS and SHS) A&E modules for special groups – Indigenous People learners (IP modules) and Muslim learners (Arabic Language and Islamic Values Education/ALIVE modules) (D.O. 32, s. 2015)

ALS-EST Handbook for Implementers

Learning Resources

• Skills Modules ALS-EST prioritizes the acquisition and use of the most updated modules for skills training.

Modules for skills training are usually more technical in writing style with easy-tofollow instructions. Lessons focus on basic, common, and core competencies. ALS-EST implementing schools use:

SUPPORTING MATERIALS • ALS modules for basic literacy and elementary levels have accompanying Facilitator’s Guide to assist in planning and conducting structured learning sessions for learners. Facilitator’s Guides are self-contained with step-by-step procedures. • Not all skills training modules have a

Facilitator’s Guide, and skills trainers are Learning materials deveencouraged to develop their own guides. loped by their own Tech-Voc Teachers and Skills Trainers TESDA-approved modules that are not more than five years old Relevant resources developed by competent groups (government agencies, international organizations, Non-Government Organizations (NGO), industry groups)

ALS-EST Handbook for Implementers

Learning Resources

Box 5-2 shows excerpts from a TESDA TR on a specific skill. TESDAâ&#x20AC;&#x2122;s websites carry hundreds of downloadable TRs covering various skills (see Chapter 4, Curriculum).

Box 5-2. Excerpts from a TESDA TR in Automotive Servicing NC II SECTION 2. COMPETENCY STANDARDS This section gives the details of the contents of the basic, common and core units of competency required in AUTOMOTIVE SERVICING NC II BASIC COMPETENCIES UNIT OF COMPETENCY

: PARTICIPATE IN WORKPLACE COMMUNICATION

UNIT CODE

: 500311105

UNIT DESCRIPTOR

: This unit covers the knowledge, skills and attitudes required to gather, interpret and convey information in response to workplace requirements.

ELEMENT

PERFORMANCE CRITERIA Italicized terms are elaborated in the Range of Variables

1. Obtain and convey workplace information

1.1 Specific and relevant information is accessed from appropriate sources. 1.2 Effective questioning, active listening and speaking skills are used to gather and convey information. 1.3 Appropriate medium is used to transfer information and ideas. 1.4 Appropriate non-verbal cues is used. 1.5 Appropriate lines of communication with supervisors and colleagues are identified and followed. 1.6 Defined workplace procedures for the location and storage information are used. 1.7 Personal interaction is carried out clearly and concisely.

2. Participate in workplace meetings and discussions

2.1 Team meetings are attended on time. 2.2 Own opinions are clearly expressed and those of others are listened to without interruption. 2.3 Meeting inputs are consistent with the meeting purpose and established protocols. 2.4 Workplace interactions are conducted in a courteous manner. 2.5 Questions about simple routine workplace procedures and matters concerning working conditions of employment are asked and responded to 2.6 Meetings outcomes are interpreted and implemented.

3. Complete relevant work related documents

3.1 Range of forms relating to conditions of employment are completed accurately and legibly. 3.2 Workplace data is recorded on standard workplace forms and documents. 3.3 Basic mathematical processes are used for routine calculations. 3.4 Errors in recording information on forms/documents are identified and property acted upon. 3.5 Reporting requirements to supervisor are completed according to organizational guidelines.

ALS-EST Handbook for Implementers

Learning Resources

Supplementary Learning Materials Supplementary learning materials may be used or developed if current ALS-EST materials are found to be insufficient, or needed enhancing for a better learning experience. These include, among others: • General reference materials (encyclopedia, dictionaries) • Online materials (websites, learning portals) • Posters and visual aids developed by teachers and learners

Learning Facilitators should be able to identify other suitable supplementary learning and reference materials. • ALS-EST utilizes available resources and materials and will develop new ones as the Program evolves. • ALS-EST encourages teachers to prepare contextualized ancillary teaching aids as needed, and implementers to tap partners for support for learning resources (see Chapter 10, Partnerships). • School-developed materials for basic ed may be uploaded to the Learning Resource Portal (LR Portal) after undergoing quality assurance assessment by the Schools Division Office (SDO) and the Bureau of Learning Resources.

Tools and Equipment For skills training to be effective, teachers and learners need access to tools and equipment. These will vary according to the requirements of each skill area. Tools and equipment are devices like machines, gears, and implements. Currently, only tools and equipment for skills training are available in ALS-EST. For basic ed, these could be available through partnerships in the future. Raw Materials and Ingredients ALS-EST implementing schools also provide raw materials, inputs, and ingredients for use in the skills training. The Program covers the expense for these inputs (see Chapter 13, Finance Management).

ALS-EST Handbook for Implementers

Learning Resources

Raw materials and ingredients are consumable items which are necessary for a learning experience or a lesson to be fully grasped. These items vary accordingly per skills training. Examples of these are wood, paint, door handles, nails, and wood glue which are needed for carpentry and furniture-making skills training. For baking skills training, ALS-EST implementers need to provide supplies like eggs, flour, baking soda, sugar, and lard. Box 5-3. Learning Materials in Different Forms Learning materials may be text-based or non-text-based. Text-based are printed materials. Non-text learning materials include digitized and radio program canned materials.

Text-Based Materials Printed regular ALS materials are ready for use by the ALS-EST program for the basic ed component. DepEd is developing materials to fully cover the K to 12 competencies for ALS. • DepEd has begun mapping existing materials against the competencies of the new ALS K to 12 Curriculum. • ALS teachers are encouraged to use supplementary materials to cover the gaps. The following are the most commonly available types of text-based materials: • Basic ed modules • Facilitator’s Guide • Textbooks • Supplementary/contextualized materials • Skills Training modules

Non-text-Based Materials Radio-Based Instruction (RBI) Scripts are used for the broadcast of lessons within specified areas. • RBI lessons may be broadcast in local community radio stations • RBI scripts are also available in CDs, DVDs or flash drives, and can be played during learning sessions. • Digitized Modules are printed A&E modules that have been converted into digital format, and can be accessed through computers, tablets, smart phones, and other digital devices. The CO provides these learning materials to ALS Learning Facilitators through trainings. The SDO and ALS Community Learning Centers also provide some of these soft copy materials. Source: ALS Manual (Forthcoming)

ALS-EST Handbook for Implementers

Learning Resources

Accessing Learning Resources DepEd provides learning resources to implementing schools. • Learning Facilitators and TechVoc Teachers are encouraged to be resourceful in looking for available supplementary learning materials.

Some modules available for the ADM program may be useful supplementary resources for ALS-EST. Modules for elementary level: Modified In-School, Out-School Approach (MISOSA) Instructional Management by Parents Community and Teachers (IMPACT) Modules for secondary level: Effective Alternative Secondary Education (EASE) Open High School

• ALS-EST implementing schools have access to DepEd-deveSource: SEAMEO (2013) loped materials through DepEd’s Learning Resource portal (http://lrmds.deped. gov.ph), a web-based catalogue and repository of learning, teaching, and professional development resources. Box 5-4. Accessing DepEd’s Learning Resource Portal Both ALS Learning Facilitators and ALS-EST Learners need to register in the LR portal to access it. ALS-EST Learning Facilitators: • Using DepEd Gmail account – gain full access to learning materials (ex. juan.delacruz@ deped.gov.ph) • Using a regular email address – access and view Learner’s materials only ALS-EST Learners: • The Learning Resource Management Supervisor of the Division/Regional Offices (RO) shall assist the Learner in registration. • Use personal email address to access and view learner’s materials

Box 5-5. TESDA e-Learning Portal ALS-EST Learning Facilitators can direct ALS-EST Learners to register in the TESDA e-learning portal (www.e-tesda.gov.ph) which also provides learning materials. They need to use their personal email address to register. TESDA’s portal also gives access to learning materials like Curriculum Based Competencies and TRs.

ALS-EST Handbook for Implementers

Learning Resources

Distribution of Materials • Distribution to Implementing Schools The Division Office provides soft copies of text and non-text learning materials which implementing schools can reproduce. The number of photocopies depends on the number of Learners who need them. Division Offices and ALS-EST implementing schools may seek support from partners for the reproduction of additional learning materials. • Distribution to Learners Ideally, ALS-EST implementing schools reproduce enough copies of the materials so that each Learner has access to them (ALS Manual, forthcoming). The number and type of modules received by a Learner varies depending on his/her interest or learning requirement. A Learner receives copies of modules, handouts, and other specific learning materials based on his/her personal interests and learning needs documented in the ILA. Modules/handouts should be of good quality – clear, readable, and presentable – not reduced in size Implementers record and document the modules issued to Learners. The Learner returns the modules after completion. The Borrowing or Library System Ideally, each Learner should have a copy of the modules s/he needs. However, in cases that this is not possible, the Learner may access the modules through the borrowing or library system (ALS Manual, forthcoming). Under this system, the Learner borrows modules from their schools or Learning Facilitators. • The Learner answers the module activities in an exercise notebook rather than directly on the printed copy of the module. • The Learner returns the module to the school or Learning Facilitator after completing the module. • The module is made available for other Learners to use.

ALS-EST Handbook for Implementers

Learning Resources

The implementing school or Learning Facilitator shall establish procedures for the loan and return of materials and recording/monitoring of module loans/return. The school and Learning Facilitator undertake various measures to safeguard the physical condition of learning materials.

Storage, Maintenance, and Care of Learning Resources D.O. 14, s. 2012, and D.O. No. 25, s. 2003 set the guidelines for storing and care of textbooks. While guidelines for learning materials are still not established, ALSEST implementers can use the above department orders for the meantime. • Implementing schools are required to permanently keep on-hand at least one complete set of modules (hard copy). • Modules should be stored in a clean, dry, safe, and secure place. • The implementing school is responsible for ensuring the security and proper storage of learning materials delivered to them. The storage facility should be free from moisture, contamination of chemicals or fumes, termites, dust, and other elements or conditions that could endanger them. The school shall keep soft copies of modules in secure digital storage devices. Care of Tools, Equipment, and Gears The implementing school is primarily responsible for the proper care, maintenance, and storage of the tools, equipment, and gears used for skills training. • The Skills Teacher teaches Learners not only how to use the tools and equipment but also how to care for them. • The Learner is encouraged to share responsibility for the cleaning and upkeep of the tools and equipment they use. • Tools and equipment are properly stored in their shelves, secured and locked to prevent unpermitted use, and should be free from moisture that can cause rust.

ALS-EST Handbook for Implementers

Learning Resources

References • SOUTHEAST ASIAN MINISTERS OF EDUCATION ORGANIZATION REGIONAL CENTER FOR EDUCATIONAL INNOVATION AND TECHNOLOGY. e-IMPACT Implementation Guidebook. 2013. • TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY. e-Learning Portal. n.d. Retrieved March 2019. Available at www.e-tesda. gov.ph DEPARTMENT OF EDUCATION • Alternative Learning System Manual of Operations. Forthcoming. • D.O. 25, s. 2003. Resolving Losses of Textbooks. 4 April 2003. • D.O. 14, s. 2012. Policy and Guidelines on the Proper Distribution, Care, Recording, Retrieval, and Disposal of Textbooks with the Teacher’s Manuals and Other Instructional Materials. 10 February 2012. • D.O. 32, s. 2015. Adopting the Indigenous Peoples Education Curriculum Framework. 29 July 2015. • DEPARTMENT OF EDUCATION. Learning Resource Portal. n.d. Retrieved March 2019. Available at www.lrmds.deped.gov.ph

ALS-EST Handbook for Implementers

LEARNING DELIVERY

ALS-EST Handbook for Implementers

Learning Delivery

LS-EST operates under the framework of lifelong learning, which refers to “all learning activities whether formal, non-formal or informal, undertaken throughout life, which results in improving knowledge, know-how, skills, competencies and/or qualifications” (PQF Law IRR). Learning delivery comprises means and resources used to structure the learning experience. Under ALS-EST, the learning delivery modalities used as they are customized according to each learner: individual learning level, personal characteristics, learning needs, and learning styles.

Key Elements of ALS-EST Learning Delivery ALS-EST adopts the elements of learning delivery prescribed in ALS and enhances them with additional elements relevant to the integration of skills training with the education component. Self-directed Learning: Recognizing Learners as Partners Learners are not mere receivers of ALS-EST intervention but have a central role as partners in their own learning journey. As the main clients of the ALS-EST program, the Program offerings are designed to be responsive to the needs of the Learners. The Program: • Respects the Learners’ views in terms of what, how, and where they learn. • Provides Learners with ample opportunities to reflect on their own learning and their central role in it. • Empowers Learners as key ALS-EST stakeholders. Recognition of Prior Learning RPL refers to the “acknowledgement of a person’s skills and knowledge acquired through various training, work or life experience, which may be used to grant status or credit” (PQF Law IRR). According to Smith and Clayton (2009), learners benefit from RPL. • They are better able to appreciate personal skills and knowledge gained from various experiences and contexts. • It helps create ‘an approach to learning and doing.’ By contextualizing the knowledge and skills offered, learners will have greater success in the program of study and on the job. 60

ALS-EST Handbook for Implementers

Learning Delivery

Collaborating with the Learner: Individual Learning Agreement The ILA is an agreement between the Learning Facilitator and the Learner to guide them through the learning process. The ILA is based on the Learner’s: • Broad learning goals • Specific learning objectives • Plans or strategies to reach his/her learning objectives • Time frame The ILA is a planning and assessment tool. • After enrollment, the Learner sits down with a Learning Facilitator for a counselling session to develop an ILA. • The ILA is based on a Learner’s prior learning, past experiences, and current and future needs. • The ILA determines the support a Learner receives:

At the moment, the ILA mostly covers the basic ed component. ALS-EST hopes to eventually include specific skills training competencies, fitted to the learner’s intended exit in the ILA. For ALS-EST, it may not always be possible for a learner to curate competencies for skills training, especially those that follow the TESDA TRs (see Chapter 8, Assessment, Certification and Recognition).

selection of learning modules and supplementary learning materials, scheduling, and other learning support strategies like study groups • The Learner and Learning Facilitator regularly review and update the ILA. (ALS Manual, forthcoming)

ALS-EST Handbook for Implementers

Learning Delivery

Adult Learning and Constructivism Adult learning and constructivism encourage active learning, independent learning, experiential learning, and cooperative learning. The 4As of adult learning: Activity, Analysis, Abstraction, and Application is illustrated in Figure 6-1. Figure 6-1. 4As of Adult Learning Practical application of new knowledge and skills The final stage in the learning model is the practical application and trying out of new skills and learning. Successful application leads to learners beginning a new activity and beginning a new 4A cycle. Demonstrating/ generalizing new skills Through processing or analyzing their new experiences and linking them with existing experiences, learners begin to demonstrate new understandings and apply new skills. This is a process of generalization or abstraction.

Learning Experience Through a learning activity, learners experience and acquire new knowledge and skills.

Linking new knowledge and skills to existing experience Learners need time to process or analyze their experiences. New knowledge and skills have to be linked to what they already know and can do. They have to think about how they can use their new knowledge and skills.

Adopted from: ALS Manual (Forthcoming)

The constructivist approach to teaching asserts that a Learner gains and builds knowledge through experience. â&#x20AC;˘ It recognizes that life experiences are rich resources for continued learning. Learning Facilitators are expected to analyze the Learnerâ&#x20AC;&#x2122;s past experiences and relate these to current lessons. Ideally, Learning Facilitators do not only hold lectures or drills, but also facilitate group discussions, simulations and role-playing, and other activities that build on what Learners already know or have experienced. Learning Facilitators assess which modules/lessons could be learned independently, and which ones require more scaffolding and facilitator-led learning support.

ALS-EST Handbook for Implementers

Learning Delivery

Based on Learners’ age and experience, Learning Facilitators can organize small collaborative groups, including for project-based work, study groups, buddy systems for learning and counselling. • Experiential learning is crucial for skills training. A Learner should be able to practice the competencies s/he is trying to acquire. For instance, for carpentry training, a Learner imbibes the skills best when s/he builds an actual table or chair using appropriate equipment and tools. A Learner benefits from immediate feedback, correcting errors or improving the way s/he designs, and consequently builds the table or chair. Contextualized Teaching-Learning Process Contextualization refers to the educational process of relating the curriculum to a particular setting, situation or area of application to make the competencies relevant, meaningful, and useful to all Learners (D.O. 32, s. 2015). Contextualization is done by referring to local culture, history, and everyday reality in lessons. Activities that connect strongly with the community and practice beyond the classroom are important. For example, the Learning Facilitator can make use of local traditions and practices as lesson themes. S/he can invite local leaders and elders to talk about community concerns, or entrepreneurs to discuss emerging business opportunities. The learning environment also needs to be contextualized (Oyasu, 2002). • A good learning environment is suitable and conducive to teaching-learning, welcoming to everyone, and a source of pride for its users. • As a variant of ALS, which has great flexibility when it comes to where teaching-learning happens, ALS-EST has access to a broad range of learning environments (schools, barangay centers, workshops, farms). • ALS-EST recognizes the importance of a school or learning center. It serves as a link between formal and NFE, and is a tangible symbol for lifelong learning and community participation. Project-Based Learning Projects and portfolios are opportunities that allow learners to study an area more thoroughly, develop new skills and understanding, and demonstrate to others what they know and can do. A project covers various competencies from multiple learning strands. (A Teacher’s Guide, forthcoming) (See Chapter 8, Assessment.)

ALS-EST Handbook for Implementers

Learning Delivery

• Having project-based learning (PBL) as a core methodology, with the use of portfolios for both reflection and assessment, helps provide “evidence of learners’ skills of collecting, analyzing, and reporting information in a practical way.” • A project should cover competencies from multiple learning strands in the Curriculum. The learner is encouraged to focus on topics that they find interesting and relevant, and useful for their school and community. • A learner working towards the employment exit will be encouraged to develop a career and employment plan for their project, while those working towards the entrepreneurship exit can create a business plan. Seamless Integration of Learning ALS-EST recognizes that learning becomes more meaningful when Learners are able to use and apply what they learn. As such, learning sessions are designed with subject areas that are integrated with the six ALS learning strands, skills training, work readiness, and learning-to-learn skills. Lessons are holistic, practical, and current. Ideally, they are also problem-centered or project-centered rather than subject-centered. Integration is achieved when Learning Facilitators and Skills Trainers coordinate and collaborate. For instance, they can plan lessons together, exchange teachinglearning materials, do curriculum mapping, and practice team teaching – to integrate basic ed and skills training (see Chapter 7, Learning Facilitators and TechVoc Teachers). Competency-Based Framework for Learning/Skills Training and Immersion The ALS-EST skills training component is anchored on a competency-based approach to teaching, learning, and assessment. This is aligned with TESDA’s competency standards for middle-level skilled workers. The implementing schools identify the units of competency for each skill area. These are structured around descriptors for acceptable work performance and are packaged into qualifications corresponding to critical jobs and occupations in the industry sectors.

ALS-EST Handbook for Implementers

Learning Delivery

The Program recognizes that immersion is a powerful learning delivery strategy as it gives Learners opportunities to practice his/her skills in real work environments. Both DepEd and DOLE have issued guidelines on implementing work immersion programs (especially for Learners of minor age), which ALS-EST implementers and stakeholders should refer to (D.O. 30 s. 2017, D.O. 39 s. 2018 and DOLE Labor Advisory no. 9). Matching Skills Training/s to Local Industry Needs Ideally, ALS-EST implementing schools assess the demand of industries in the community to guide them on what skills training to offer. This will help them determine the teaching capacity, and tools and equipment needed for such skills training. (Source: D.O. 40, s. 2015 and Memo 76, s. 2016)

Medium of Instruction ALS-EST follows existing policies on medium of instruction, and will develop refinements, as needed. Learning Facilitators can use a Learnersâ&#x20AC;&#x2122; mother tongue, Filipino, English, or a combination, as long as learning sessions are able to prepare Learners to take the assessment/s for the exit/s they choose. The use of Learnersâ&#x20AC;&#x2122; mother tongue/s in the teaching-learning process is part of inclusive education and contextualization that DepEd espouses.

Delivery Modes and Teaching-Learning Strategies ALS-EST implementing schools and Learning Facilitators are encouraged to innovate and try new ways of teaching and learning. They can choose which mode or combination of modes is most appropriate for their target Learners. Table 6-1 describes some of the most common delivery modes that can be employed in ALS-EST.

ALS-EST Handbook for Implementers

Learning Delivery

Table 6-1. Common Modes of Learning Delivery and Teaching-Learning Strategies Mode or Strategy

Description

Advantage

Face to Face (F2F)

The whole learning session takes place between the facilitator and the learner/s in one place in real time, in a group learning session or individualized tutorial.

It provides one-on-one instructional support and direct instructional supervision and feedback.

Independent

The learner learns by himself/ herself using learning tools and self-instructional materials/modules. It may involve interactive /computerbased instruction.

It allows learner more control of his/ her learning in time, pace, and style.

Peer Learning

It is a broad sweep of activities ranging from discussions, study groups, tutoring or mentoring using a buddy system, collaborating on a project and community activities (Boud, 2002).

Provides opportunities to connect with peers and learn from each other, thereby adding a social dimension to the learning process. This social dimension can be an added motivation for learning. It allows learners to take responsibility for their own learning and, more generally, practice learning how to learn (Boud, 2002).

It is a teaching-learning combination involving: computer/internet-based instruction, face-to-face facilitatoraided learning, and independent study.

It combines the advantages of faceto-face and independent learning.

eSkwela

A&E learning modules, converted into digital format are being used by the learners. The digitized modules are stored in CDs and local servers of the eSkwela center. To date, there are 143 digitized A&E core modules.

It combines the advantages of independent learning and distance learning.

Radio- Based Instruction (RBI)

The main objective of this program is to provide learning opportunities to radio listeners through broadcasts of ALS lessons in a local community radio station. This is managed by the radio station with the Learning Facilitators.

It reaches a wider audience.

Immersion

It is a simulated workplace experience for the students to develop industrybased competencies (The Asia Foundation, 2018).

It provides students â&#x20AC;&#x153;real workplaceâ&#x20AC;? experience, enabling them to make more informed career choices and improve their employment prospects (The Asia Foundation, 2018).

Blended

ALS-EST Handbook for Implementers

It provides a variety of learning resources and modalities of learning.

Learning Delivery

Organization of Learner Groups and Scheduling An advantage of ALS and ALS-EST is that it has the flexibility to vary the program schedules and timeframe of Learners, and organize Learners into groups or batches. Many programs have a 10-month duration, but the phasing and/or integration of the education and skills training varies within those 10 months. Some may be shorter or longer than 10 months. Table 6-2 shows several examples. • The length and schedule of the program depends on the skill area and the minimum required training hours for NC. • The Learners’ basic ed levels also matter, with learners at the JHS level having a longer program than those in the basic literacy level. • The schedule of the skills training depends on the availability of tech-voc laboratories and workshops. ALS-EST allows for flexibility as long as the Program’s objectives and key elements are met. Table 6-2. Sample ALS-EST Timeframe and Schedule Program Duration

Education and Skills Training Phasing or Integration

Weekly Schedule

10 months

3 months of basic ed followed by 4 months of skills training and another 3 months of basic ed

MWF, 8 hours a day or 24 hours a week

10 months

basic ed and skills training integrated throughout the 10 months

2x a week, 8 hours a day, or 16 hours a week

4 months

3 months of basic ed followed by one month of skills training

3x a week

Learner Support Mechanisms Implementing schools and Learning Facilitators can also extend other forms of support to Learners as outlined in Table 6-3. ALS-EST implementing schools and Learning Facilitators are encouraged to link the Learners with community and industry partners.

ALS-EST Handbook for Implementers

Learning Delivery

When learning is integrated, relevant, and properly supported, the Learner is motivated to participate and meet target learning outcomes. By having more positive experiences, s/he becomes even more prepared to continue learning. This will help make the ALS-EST program succeed. Table 6-3. Examples of Learner Support Mechanisms Description

Benefits

Home or community visits

Teacher visits the Learner’s home / community to know him/her better and encourages parents (if Learner is a minor) and other family/community members to be more involved in the ALS-EST program and school/learning center.

• Learning Facilitator provides individualized tutorial to the Learner who missed classes or needs additional learning support. • Learning Facilitator gains a better idea of the Learner’s home environment and community. • Message is sent that the Learning Facilitator cares for the Learner and his/her home context, and school values the family and community.

Parent-teacher conferences or meetings

These are occasions when parents (of minors) visit the school/learning center, and learn about the school/learning center, and teachers learn about the Learners’ home background.

• They update and reassure parents about the Learners’ progress. • Learning Facilitators are able to inform parents about the Learners’ needs and/or difficulties, and solicit their support in motivating and educating the children (Okeke, 2014).

Remediation

Remedial education programs are specific educational interventions to address learning needs of a target group who are lagging behind academically or not mastering specific competencies (Schwartz, 2012).

• Adequate academic support is given to Learners who are lagging behind and/or considered at-risk of dropping out (Schwartz, 2012). • It benefits Learners who can not follow the lessons before they lose interest.

Remedial education might be especially important for ALS-EST Learners going into skills trainings requiring a certain level of numeracy and literacy. Remediation can be one-on-one or in small groups, and may be done by volunteers or ALS-EST peers.

ALS-EST Handbook for Implementers

Learning Delivery

Table 6-3 continuation Description Mentoring

Review sessions for A&E

Benefits

Mentoring is the provision of guidance and support in a variety of ways to a young person or someone joining a new learning community or organization by an experienced person who acts as a role model, guide, tutor, coach or confidante (CEDEFOP, 2008). In ALSEST, this can be done by the Learning Facilitator, Skills Trainer, industry or community leader.

• This type of support can cover broad areas.

Review sessions are done before the A&E exam and/or other formal assessments. This can be done in classroom-type review classes, using pairs or small study groups (Yale Poorvu Center for Teaching and Learning, 2018).

• They help Learners prepare for formal assessments such as the A&E.

• ALS-EST Learners develop their learning-to-learn skills, soft skills necessary for employment, and entrepreneurship skills.

• They boost Learner’s confidence in taking tests. • They enhance Learner’s learning-to-learn skills. • They build camaraderie, appreciation, and support among peers. • They are done before, during, and after the program, through a meeting between Learner and Learning Facilitator, to discuss the Learner’s progress.

References • BOUD, DAVID. “What is Peer Learning and Why is it Important?” Tomorrow’s Teaching and Learning. Stanford University, 2002. Retrieved March 2019. Available at tomprof.stanford.edu/posting/418 • DEPARTMENT OF LABOR AND EMPLOYMENT. Labor Advisory no. 9. Guidance to Host Establishments in Ensuring Safe Workplace for Senior High School Students under Work Immersion Program. 14 July 2017. • EUROPEAN CENTRE FOR THE DEVELOPMENT OF VOCATIONAL TRAINING (CEDEFOP). “Mentoring.” Glossary. 2008. Retrieved March 2019. Available at europass.cedefop.europa.eu/education-and-training-glossary/m • OKEKE, CHINEDU. “Effective home-school partnership: Some strategies to help strengthen parental involvement.” South African Journal of Education. August 2014. Retrieved March 2019. Available at DOI: 10.15700/201409161044 ALS-EST Handbook for Implementers

Learning Delivery

• OYASU, KIICHI. “Promoting Community-Based Learning Centers in AsiaPacific” Integrating Lifelong Perspectives (ed. Medel-Añonuevo). UNESCO Institute for Education. 2002. • REPUBLIC OF THE PHILIPPINES. Implementing Rules and Regulations of Republic Act No. 10968. An Act Institutionalizing the Philippine Qualifications Framework (PQF), Establishing the PQF-National Coordinating Council (NCC) and Appropriating Funds Thereof. 16 January 2018. • SCHWARTZ, ANALICE. “Remedial Education Programs to Accelerate Learning for All.” Global Partnership for Education Working Paper Series Learning. The World Bank, May 2012. Retrieved March 2019. Available at documents.worldbank.org/curated/en/564671468151507990/ pdf/797830WP0Anali0Box0379789B00PUBLIC0.pdf • SMITH, LARRY & CLAYTON, BERWYN. “Recognising non-formal and informal learning: Participant insights and perspectives.” National Vocational Education and Training Research and Evaluation Program Report. Australian Government, 2009. • THE ASIA FOUNDATION. “Work Immersion: Real World Experience at Senior High.”Coalitions For Change Reform Story. 2018. Retrieved March 2019. Available at asiafoundation.org/wp-content/uploads/2018/10/CfCReform-Story-8-Work-Immersion-Real-World-Experience.pdf • UNIVERSITY OF YALE. “Review Sessions.” Poorvu Center for Teaching and Learning. 2018. Retrieved March 2019. Available at poorvucenter.yale.edu/ teaching/teaching-how/chapter-3-languages-labs-and-review-sections/ review-sessions DEPARTMENT OF EDUCATION • Alternative Learning System Manual of Operations. Forthcoming. • A Teacher’s Guide in the Preparation of Portfolio for Alternative Learning. Forthcoming. • D.O. 32, s. 2015. Adopting the Indigenous Peoples Education Curriculum Framework. 29 July 2015. • D.O. 40, s. 2015. Guidelines on K to 12 Partnerships. 28 August 2015. • D.O. 46, s. 2017. Framework for the Pilot of Inplementation of the Alternative Learning System-Education and Skills Training. 15 August 2017. • D.O. 30, s. 2017. Guidelines for Work Immersion. 5 June 2017. • D.O. 39, s. 2018. Clarification and Additional Information to D.O. 30, s. 2017 (Guidelines on Work Immersion). 21 September 2018. • Memorandum 76, s. 2016. Senior High School Manual of Operations Manual One. 6 May 2016. 70

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LEARNING FACILITATORS AND TECH-VOC TEACHERS

ALS-EST Handbook for Implementers

Learning Facilitators and Tech-Voc Teachers

o deliver integrated Basic Education and Skills Training, and enhance the overall interactive teaching-learning experience, ALS-EST enlists the services of Learning Facilitators (ALS Mobile Teachers and District ALS Coordinators) and Tech-Voc Teachers. While Learning Facilitators and Tech-Voc Teachers separately tackle each of the two major components, they are expected to work together to address the needs of the Learners: • Contextualizing instruction • Integrating compatible learning competencies • Co-developing teaching and assessment materials • Fostering a holistic developmental environment for the Learners

They stimulate Learner engagement as partners in their own learning process. In sum, they co-direct and co-manage the learning path of Learners.

Learning Facilitators: Roles and Responsibilities Learning Facilitators are in charge of instruction, coordination and administration. As the ALS-EST program matures, these areas of responsibilities will be further refined, but the following constitute some of the basic (ALS Manual, forthcoming). Instruction • Work with Learners to develop ILAs, identify appropriate learning support strategies, develop individual and group projects, and guide them through the assessment process • Coordinate with Tech-Voc Teachers in promoting integration of basic ed and tech-voc competencies • Conduct and facilitate one-on-one and group learning sessions and study circles • Identify and prepare contextualized supplementary learning materials • Monitor, evaluate, and give feedback on Learners’ performance and progress • Support and guide Learners in the development of presentation portfolios • Provide motivational support to Learners 72

ALS-EST Handbook for Implementers

Learning Facilitators and Tech-Voc Teachers

Coordination • Give orientation on ALS-EST program • Identify and invite appropriate resource persons for special topics and expertise • Develop a network of support among Learning Facilitators • Link with LGUs and other community stakeholders on Learner recruitment and support, database building, and resource mobilization • Coordinate with LGUs and other government offices, community partners, and industry groups in the identification of needed skills, provision of training, and Learner post-program options and pathways

Administration • Recruit, enlist, screen, and place Learners • Enroll Learners in the LIS • Help maintain the integrity, security, and quality of learning facilities, equipment, and materials/modules • Keep and maintain Learner records • Assist Learners to register for the A&E test Learning Facilitators are regular public school teachers assigned by DepEd Schools Divisions to teach in ALS-EST. Usually, they either have experience or are currently working as ALS Mobile Teachers. They undergo the process of hiring as stipulated in D.O. 7, s. 2015 (Hiring Guidelines for Teachers). At the minimum, Learning Facilitators should have: • Bachelor’s degree in Elementary or Secondary Education • Passed the Licensure Examination for Teachers (LET) The ALS-EST approach to learning is unique, hence, it is important that Learning Facilitators are adaptable, and can appreciate the different circumstances and diversity of ALS-EST Learners. ALS-EST uses experiential learning as its main method, so Learning Facilitators are expected to employ the life-skills approach to teaching, and recognize and build upon the prior learning of Learners. ALS-EST Handbook for Implementers

Learning Facilitators and Tech-Voc Teachers

Similar to the regular ALS program, ALS-EST Learning Facilitators exercise flexibility with the place of teaching. Often, they conduct learning sessions in communities where the Learners are located. Lessons can be one-on-one or in groups.

Given the unique challenges facing ALS Learners, Learning Facilitators should ideally possess or acquire the following competencies and qualities: • Flexibility and adaptability • Resourcefulness • Patience • Passion for the craft of teaching • Empathy • Higher order thinking skills • Self-confidence • Social networking • Understanding of Learners’ contexts and unique learning needs • Commitment to on-going personal and professional development

Tech-Voc Teachers: Roles and Responsibilities In ALS-EST, the Skills Training component is handled by skills instructors or Tech-Voc Teachers. They perform the following functions: • Teach and ensure that Learners master the skills of choice • Coordinate with Learning Facilitators in promoting the integration of basic ed and tech-voc competencies • Evaluate Learners’ progress based on evidence • Help Learners secure on-the-job-training and immersion opportunities • Prepare Learners for assessment and certification • Maintain ALS-EST facilities, equipment, and modules in working order, and orient Learners on their proper use and care

ALS-EST Handbook for Implementers

Learning Facilitators and Tech-Voc Teachers

• Coordinate with Learning Facilitators on monitoring Learner performance and progress • Work with Learning Facilitators to assist Learners in their exit options and post-program career pathways ALS-EST uses the same hiring process for Tech-Voc Teachers as stipulated in D.O. 51, s. 2017 which provides the amended qualification standards for SHS TVL Track Teachers. The minimum requirements include (see Table 7-1): • A Bachelor’s degree or completion of tech-voc courses in area of specialization • A National Certificate Level II appropriate to specialization • If aiming for a permanent appointment, must pass LET within five years of initial hiring

National Certificate and Trainers Methodology (TM) The NC is a certificate given to a learner who underwent and completed skills training and industry immersion, and passed the assessment given by TESDA. • https://www.tesda.gov.ph/Download/Training_Regulations TM consists of competencies a TVET trainer or assessor must achieve: planning training sessions, facilitating learning sessions, supervising work-based learning, conducting competency assessment, maintaining training facilities, and utilizing electronic media in facilitating training. Achieving these competencies qualifies a person to be a TVET/Technical Trainer, Training Facilitator/Coordinator, or Competency Assessor. • https://www.e-tesda.gov.ph/course/index.php?categoryid=7

ALS-EST Handbook for Implementers

Learning Facilitators and Tech-Voc Teachers

Table 7-1. Qualification Standards for SHS Teaching Positions (TVL Track) Position Title Teacher 1 (SHS)

Experience Requirement

Training Requirement

Eligibility Requirement

Education Requirement

Bachelor’s Degree of None Required At least NC*II * Applicants for a permanent completion of technical*Appropriate vocational course(s) in appointment in the the area of specialization RA 1080 specialization (Teacher); if not RA 1080 At least NC*II Bachelor’s Degree of 6 months eligible1; they + TMC **I completion of technical- of relevant must pass the *Appropriate vocational course(s) in teaching or LET within five in the the area of specialization 1 year of (5) years after specialization industry work the date of experience first hiring. At least NC*II Bachelor’s Degree of 1 year of + TMC **I completion of technical- teaching *Appropriate vocational course(s) in experience * Applicants for in the the area of specialization and 6 months a contractual specialization of relevant position: None industry work Required experience

Master Teacher I (SHS)

Master Teacher II (SHS)

Bachelor’s Degree of completion of technicalvocational course(s) in the area of specialization

1 year teaching experience and 1 year of relevant experience

At least NC*II + TMC **I *Appropriate in the specialization

Master Teacher III (SHS)

Bachelor’s Degree of completion of technicalvocational course(s) in the area of specialization

2 years of teaching experience and 1 year of relevant industry work experience

At least NC*II * Practitioners + TMC **I (part time *Appropriate only): None in the required specialization

Master Teacher IV (SHS)

Bachelor’s Degree of completion of technicalvocational course(s) in the area of specialization

2 years of teaching experience and 2 years of relevant industry experience

At least NC*II + TMC **I *Appropriate in the specialization

*NC- National Certificate **TMC-Trainer’s Methodology Certificate 1 They shall be issued provisional appointments which shall be effective not beyond the school year during which the appointments were issued. For this purpose, school year shall cover twelve months with the date of appointment as the reckoning date. The appointment shall be subject to renewal. Source: DepEd Order No. 51, s. 2017

ALS-EST Handbook for Implementers

Learning Facilitators and Tech-Voc Teachers

Other Instructional and Training Support ALS-EST Learning Facilitators and Tech-Voc Teachers from time to time and as appropriate may tap outside experts, practitioners, and resource persons to help them with highly-specialized topics and manage regular sessions. ALS-EST Learning Facilitators, for example, are likely to enlist the support of specialist high school teachers to help teach the higher more complex academic competencies of the secondary level of the ALS-EST K to 12 Curriculum, in mathematical problem solving, scientific literacy, and English communication skills. They may also enlist or receive the assistance of para-teachers and teaching assistants who will, under their supervision, help implement learning, assessment and related activities.

ALS-EST Handbook for Implementers

Learning Facilitators and Tech-Voc Teachers

The Interface: Team Teaching Approach DepEd adopted the interdisciplinary Team Teaching Approach in its enhanced K to 12 Curriculum. The interface among Learning Facilitators, Tech-Voc Teachers, and other instruction and training support occurs through this method. Team teaching is essential for the following reasons: Integration of Compatible Competencies ALS-EST Learners are given lessons covering competencies across different topics and skills. The subject matter and skills teachers can work together to integrate different competencies, to enhance interest and understanding by Learners. For instance, to integrate communication with skills competencies, an English or Filipino teacher can assign Learners writing or reporting assignments using processes they learn in their skills training class. • The teacher may use the skills module for the functional content of a reading comprehension or vocabulary lesson. • The teacher may use the skills module for the functional content of a reading comprehension or vocabulary lesson. • Teaching weights and measures, ratios and estimation can be contextualized around the world of work and the specific vocational skill area the Learner is studying for example baking, carpentry, welding. • Other competencies, like life and soft skills, may be assessed based on the Learners’ oral report or written output. It can be assessed with respect to timeliness, neatness of presentation, level of the Learner’s preparation and confidence, interaction with teacher and other Learners, and so on. Complementation of Coverage of Competencies It is likely that not many ALS-EST Learning Facilitators would have adequate level of mastery of the content knowledge of the entire ALS K to 12 Curriculum particularly at the secondary level. Higher level academic content in areas of Mathematics, Science, and English communication skills will likely require Learning Facilitators to seek technical support and teaching inputs from specialist teachers. • This will require the Learning Facilitator to act as a knowledge manager working with specialist teachers to plan, coordinate, and monitor specialist technical content inputs that address the identified learning needs of the Learners. 78

ALS-EST Handbook for Implementers

Learning Facilitators and Tech-Voc Teachers

â&#x20AC;˘ The Learning Facilitator will need to share his/her expertise and insights on the learning readiness, needs, styles, and contexts of the Learners, with the specialist teachers, and support them regarding learning pedagogy, learning materials and Learner assessment strategies. â&#x20AC;˘ All Learner outputs from the learning sessions with specialist teachers need to be recorded and kept in the Learnersâ&#x20AC;&#x2122; portfolios (work folders). Contextualization of Teaching Materials Learning Facilitators and teachers are encouraged to identify and prepare supplementary learning materials. With the Team Teaching Approach, it is much easier to contextualize these materials to specific skills type or Learner environment. For instance, if the skills offering in an ALS-EST school involves baking and cookery, activity handouts for numeracy competency can have examples for ingredient measurement, conversion from pounds to grams, and word problems involving the cooling time for baked goods. Learner Support Both Learning Facilitators and Tech-Voc Teachers are involved in the monitoring and assessment of Learners. They work together to provide Learners with proper guidance and counseling, and help them plan their career development path. The Team Teaching Approach multiplies the expertise and skills competencies available to both teachers and Learners, facilitates ease of instruction, and improves the overall ALS-EST environment.

ALS-EST Handbook for Implementers

Learning Facilitators and Tech-Voc Teachers

References DEPARTMENT OF EDUCATION • Alternative Learning System Manual of Operations. Forthcoming. • D.O. 7, s. 2015. Hiring Guidelines for Teachers. 27 March 2015. • D.O. 51, s. 2017. Amended Qualification Standards For Senior High School Teaching Positions In The Technical-Vocational-Livelihood Track And Other Clarifications On The Hiring Guidelines. 13 October 2017. TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY • Training Regulations. Retrieved March 2019. Available at www.tesda.gov. ph/Download/Training_Regulations • Trainers Methodology. Retrieved March 2019. Available at www.e-tesda.gov.ph/course/index.php?categoryid=7

ALS-EST Handbook for Implementers

ASSESSMENT, CERTIFICATION, AND RECOGNITION

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

he ALS-EST program recommends assessments that are varied and fair for all types of Learners. Assessment is a continuous and systematic process of collecting qualitative and quantitative information, and is designed to improve, demonstrate, and inquire about student learning (Mentkowski, 1999).

The Changing Nature of Assessment Perspectives and practices in assessment have continually evolved. Traditional assessments were mainly summative. They were done at the end of a lesson, chapter, or unit activity. Nowadays, assessment is seen as an integral part of the learning process, done continuously, giving premium to formative assessment or assessment for learning. In the past, assessment was limited to paper and pencil tests, filling the blanks, and multiple-choice questions. With the aid of technology, broader formats are used, including constructed-response, performance-based, and project-based. Before, assessments measured mainly factual knowledge and conceptual understanding, based on book information. Now, assessments measure 21st century skills of critical thinking, communicating, collaborating and creating. Before, teachers were seen as ‘knowledge disseminators.’ Now, they are looked up to as ‘thinking facilitators.’ ALS-EST teachers and facilitators are expected to embrace these newer perspectives on assessment.

Assessment Methods: Gathering Evidence of Learners’ Progress ALS-EST teachers combine different methods to assess what Learners know and can do, including: • Observing Learners’ performance, formally and informally • Dialogue – giving them opportunities to explain why and how they came up with a particular plan • Analyzing the quality of Learners’ outputs or products based on agreed standards • Tests – assess Learners’ mastery of a skill or concept 82

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

Across these assessment methods, it is important for ALS-EST teachers to give feedback that are: focused, substantive and timely. The feedback on Learners’ performance serves to: • Acknowledge and celebrate learning progress • Highlight competencies which have been mastered

For a discussion of basic assessment principles, sample rubrics for varied purposes and assessments in different learning areas, see Classroom-based Assessment Resource Book (CARB, 2018). This is a resource developed by DepEd that serves as a useful reference as it supports D.O. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12 Basic Ed Program).

• Highlight areas for further improvement • Identify reasons underlying Learner performance ratings/assessment scores In the ALS-EST program, authentic learning and assessments are required. Learning and assessment becomes authentic when it allows Learners to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the Learner. It includes creating a product that addresses a particular need or, in the context of ALS-EST, can be a source of income for the individual and his/her family. Below are real-world examples of assessment: • Conducting research and writing a report • Holding constructive debates • Doing experiments • Making journals or writing reflections • Engaging in pair or with group discussions • Carrying out self-assessment

ALS-EST Assessments Diagnostic and/or Pre-ALS-EST Assessment Learners applying to join the ALS-EST program are expected to have basic literacy and numeracy competencies as well as a certain level of functional literacy skills. Learners without these minimum literacy competencies would likely struggle to complete the required learning activities and assessment tasks set by the Program. Applicants to the ALS-EST program may undergo the following assessments as part of the screening process (see Chapter 3, The Learners): ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

• Recognition of Prior Learning – Prior learning and experiences, formal or non-formal, are documented through the RPL. It is used both as a preassessment/diagnostic tool, and to document Learners’ readiness in seeking certification at the end of the Program. • Assessment of Basic Literacy – assesses a Learner’s reading, writing, and numeracy skills. • Functional Literacy Test – measures reading, writing, basic numeracy, and listening and speaking skills. Together with the Learner, the ALS-EST teachers and instructors review the outcomes of these different pre-assessment tests. Collectively, the ALS-EST teachers and instructors determine if the Learner is adequately prepared to join the Program and what their priority learning needs are. Learning goals are then discussed and documented in an ILA. Formative and Summative Assessment DepEd Order 8, s. 2015 gives emphasis on two kinds of classroom assessments. Formative Assessment includes what teachers do to check prior knowledge of Learners so that interventions can be done immediately while the lesson is ongoing. Summative Assessment is done at the end of a lesson or chapter.

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition Table 8-1. Formative and Summative Assessment Compared Types of Assessment

Areas of concern Why Assess

What to assess

How to Assess

Formative Assessment Assessment Assessment for Learning as Learning To enable teachers to To guide and provide determine next steps opportunities for each student in advancing student to monitor and critically reflect learning on his or her learning, and identify next steps Each student’s progress Each student’s thinking and learning needs in about his/her learning, what relation to the curricular strategies he/she uses to outcomes support or challenge that learning, and the mechanisms he/she uses to adjust and advance his/her learning A range of methods in A range of methods in different modes that different modes that elicits makes students’ skills students’ learning and and understanding visible metacognitive processes

Summative Assessment Assessment of Learning To certify or inform student’s proficiency in relation to curriculum learning outcomes The extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes A range of methods in different modes that assesses both product and process

Source: Adapted from Earl and Katz (2006)

In its study on Formative Assessment, the Assessment, Curriculum and Technology Research Center, a joint research center between the Assessment Research Centre, University of Melbourne and the University of the Philippines, defined formative assessment practice into four levels (see Figure 8-1). Figure 8-1. Levels of Formative Assessment Practice Teaches students how to become evaluators of their own learning processes and to support the evaluation proocesses of peers Acknowledges and responds to Student progress, adjusts teaching strategies and provides feedback about processes and conceptual understanding to address identified discrepancy between the intended lesson and student responses Acknowledges discrepancies between intended lesson and Student responses, provides additional information to Student and at times directions for the Student to complete tasks Teaches at class level and attends only to planned lesson delivery Source: ACTRC (Unpublished)

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

The ACTRC study revealed the limited practice of formative assessment in the Philippines. More than 50% of teachers are at Level 1. Around 20% and 8% are at Level 2 and 3, respectively, while no teacher reached Level 4. Much work needs to be done to develop assessment as a part of the learning process. To help Learners develop a deeper understanding of concepts and skills, ALS-EST trainers have to practice various formative assessments: â&#x20AC;˘ Performance-Based Assessment In general, a performance-based assessment measures the Learnersâ&#x20AC;&#x2122; ability to apply the skills and knowledge learned from a unit/s of study. Typically, Learners are challenged to do tasks using their higher-order thinking skills to create a product or complete a process or set of tasks (Chun, 2010). Tasks can range from a simple demonstration to a complex design of a proposal for a new business venture. The most genuine assessments in ALS-EST require Learners to complete tasks in a classroom setting that closely mirror the responsibilities of a certain occupation, for example, visual artist, baker, engineer, hairdresser, laboratory technician, plumber, and others. ALS-EST Learners enrolled in a welding class are asked to safely cut metals and weld them to make a water tank. They can also be assessed on how they determine the right proportion of oxygen and acetylene to bend metals especially if they are using varied thicknesses of the iron bars. In baking, Learners can demonstrate the processes in making a three-layer wedding cake complete with icing and decorations based on specifications of the bride or groom. In these examples, Learners can be assessed not only on the quality of their outputs but also on how they price their work to be able to earn. â&#x20AC;˘ Project-Based Assessment Project-based assessment, which is primarily used under the PBL strategy, uses projects to simulate real-world situations. It encourages Learners to integrate and apply multiple learning competencies from different learning areas into a single complex learning output. The Bureau of Curriculum Development has compiled a list of sample learning projects for the ALS program.

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

Project outputs can be a barangay newsletter, a business plan, an exhibition, a project proposal, a recipe compilation, an audio-visual presentation, among others. Skills trainers frequently have Learners work on developing models for a product as evidence of their mastery of a range of skills. Project-based assessment encourages teamwork. Projects, which are usually too large or complex to be completed by one student, are assigned to several students working together. Projects are measured using rubrics for consistency and fairness across assessors. ALS-EST Learning Facilitators discuss these specific rubrics with the Learners at the start of the projects. Rubrics vary depending on the task. An example of rubrics for projects is shown below. Table 8-2.Sample Rubrics for Projects Performance Indicators

Criteria

Excellent (Already ‘shaped’)

Developing (Great start but can still be improved)

Beginning (Needs further development)

Relevance to family or community needs

• Seen as useful and valuable, it solves the defined problem or meets the identified need • Practical or feasible

• Useful and valuable to some extent, it may not solve certain aspects of the defined problem or exactly meet the identified need • Unclear if product would be practical or feasible

• Not useful or valuable to the intended audience/ user • Would not work in the real world, impractical or unfeasible

Design and creativity

• New, unique, surprising, shows a personal touch • May successfully break rules and conventions, or use common materials or ideas in new, clever, and surprising ways

• With some new ideas or improvements, but some ideas are predictable or conventional • May show a tentative attempt to step outside rules and conventions, or find new uses for common materials or ideas

• Relies on existing models, ideas or directions, it is not new or unique • Follows rules and conventions, uses materials and ideas in typical ways

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

Table 8-2 continuation Performance Indicators

Criteria

Excellent (Already ‘shaped’)

Developing (Great start but can still be improved)

Beginning (Needs further development)

Alignment with curriculum standards of a specific strand

• Demonstrates application of knowledge, competencies, and technical skills required of the strand in focus

• Partially demonstrates application of knowledge, competencies, and technical skills required of the strand in focus

• Shows limited application of knowledge, competencies, and technical skills required of the strand in focus

Report organization and presentation

• Creates visually exciting presentation media • Includes elements in presentation that are especially fun, lively, engaging, or powerful to the particular audience

• Adds some interesting touches to presentation media • Attempts to include elements in presentation that make it more lively and engaging

• Presents ideas and products in typical ways (text-heavy PowerPoint slides, recitation of notes, no interactive features)

Peer Evaluation

• Each member made a good contribution, there was shared responsibility as seen in the peer evaluation

• Some members did more work than others as seen in the peer evaluation

• Some members had minimal contribution as seen in the peer evaluation

Source: Adapted from Buck Institute for Education (n.d.)

• Self-Assessment Self-assessment helps students stay involved and motivated. It encourages self-reflection and a sense of responsibility for their own learning. It is both an assessment and a learning tool such that students learn to: Pinpoint their strengths and weaknesses (in knowledge and skills) Identify where to focus their attention in learning Set realistic goals Adjust/revise their work Track their own learning progress and performance

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

To help students with this type of assessment, teachers may coach students in creating relevant assessment criteria and guide them in grading their own work. These self-assessment forms may also be used for peer assessment. Figure 8-2 shows a sample of a self-assessment checklist. Figure 8-2. Sample Self-Assessment Checklist: Working in a Group Student Name: _________________________

Class/Subject: ____________

Date: __________________ Instruction: Think about how well you are working in your group. Think of your skills as demonstrated in your role. Rank your skills from the highest to the lowest (with 3 as the highest and 1 as the lowest). No.

Group Skills

I listen attentively to others in the group.

I express my ideas clearly and to the point.

I willingly take turns (assuming varied roles).

I actively participate in all activities.

I show respect to alternative points of view .

I say something positive first before disagreeing or criticizing ideas of others.

I try to connect/integrate information heard from others.

I analyze ideas of others before making a comment.

I take note of significant information presented.

I take note of issues raised.

I connect information from others with my own prior knowledge and experience.

I stay focused on the topic being discussed.

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

• Portfolio Assessment An ALS-EST Learner’s portfolio exhibits his/her efforts, progress, and achievements in various areas of the curriculum. It is a collection of various learning outputs and other forms of educational evidence, which are assembled for: Evaluating coursework quality, learning progress, and academic achievement Determining whether Learners met learning standards or other academic requirements for subjects, grade-level promotion, and graduation Helping Learners reflect on their academic goals and progress Creating a lasting archive of academic work products, accomplishments, and other documentation The ALS-EST program recognizes two types of Learner portfolios: the Work Folder Portfolio and the Presentation Portfolio. Both portfolios are a compilation of a Learner’s work, but they serve different purposes. Both portfolios have self-reflection pieces which make them different from an ordinary compilation of students’ outputs or records. (See Table 8-3 and Figure 8-3.)

Work Folder Portfolio is made up of all the work outputs Learners produce in their ALSEST learning program. The ALS-EST Learner or teacher can use the contents of the Work Folder as a reference when reviewing a student’s learning progress and identifying areas for further study. The portfolio contains both finished and unfinished works. The contents of the portfolio may include:

Written samples (journal entries, poems, and essays) Quiz and test results Completed module activities Self-assessment tests and assignments Technical drawings and computations Personal reflections

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

Presentation Portfolio comprises selected work samples Learners have chosen to show to others for the purpose of assessment and/or certification. Students include selected outputs/work samples from their Work Folder Portfolio which best illustrate their mastery of competencies of the ALS K to 12 Basic Education Curriculum and Skills Training. The Presentation Portfolio is used to gauge if s/he is eligible to graduate and receive an elementary or junior secondary certificate, along with results of the Learner’s A&E test. The Presentation Portfolio is submitted to external examiners or assessors as evidence that the Learner has met the minimum requirements to pass the ALS-EST program. The Presentation Portfolio can also be used when applying for a job. (see ‘Exit Assessments’ below.) This portfolio contains self-reflection write-ups. For each selected learning output/work sample, the Learner includes a brief reflection on why it was chosen and how it provides evidence of their learning. It also includes documentation of a Learner’s track record of learning before joining the ALS-EST program including among others: Resume/curriculum vitae Training certificates Previous school report cards Description of past work experience Description of special skills/talents

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

Figure 8-3. Sample of a Contents Checklist of a Presentation Portfolio* Instruction to the Teacher: Use the following checklist when assisting learners in the preparation of their Presentation Portfolio.

Portfolio Components and Guide Questions: I. General Requirements The Learner’s name and Learning Center details An address where the portfolio can be sent after assessment A signed declaration by the Learner to say that the work submitted is his or her work Certification of the contents by you as ALS-EST Teacher Verification of the contents by the District Supervisor or the ALS-EST coordinator A table of contents A presentation portfolio summary page prepared by the Learner explaining why the work samples and other evidences were selected Enrollment Form (ALS-A&E Enrollment 1) Assessment of Basic Literacy (ABL) results, if available Functional Literacy Test, if available II. Documentation of Life Experiences (ALS RPL Form 1) Summary Record of Training/Skills (ALS RPL Form 2), if applicable Summary of Work History (ALS RPL Form 3), if applicable Learner’s Checklist of Skills (ALS RPL Form 4) Individual Learning Agreement (ALS Assessment Form 1) Weekly Learning Log (ALS Assessment Form 2) Review of Learning Goals (ALS Assessment Form 3) Learner’s Record of Learning Module Use (ALS Assessment Form 4) III. Project Does the presentation portfolio contain a project completed by the Learner? Does the Project contain clear evidence of the collection, analysis, organization and presentation of information? Does the Project contain clear evidence of expected level of English and/or Filipino written communication skills? Does the Project contain clear evidence of the practical application of skills gained in the learning program covering the six learning strands of the ALSEST Curriculum? IV. Selected Work Samples Are the work samples written in clear language? Do the work samples show evidence of critical thinking and problem solving skills? Do the work samples show evidence of achievement in six learning strands of the ALS-EST Curriculum? * Several requirements for inclusion in the Presentation Portfolio are based on ALS forms. Source: Adapted from ALS Manual (Forthcoming)

ALS-EST Handbook for Implementers

YES

Assessment, Certification, and Recognition

Table 8-3. Sample Rubric for a Presentation Portfolio Assessment Category

Criteria

The contents of the Presentation Portfolio provide clear evidence of the Learner’s progress towards achieving stated learning goals. The information in the portfolio is detailed, complete, accurate, and neatly presented in a way that facilitates assessor access to evidence.

The contents of the presentation portfolio provide evidence of the Learner’s progress towards achievement of stated learning goals. The information in the portfolio is complete, accurate,and neatly presented. The organization of the content does not facilitate assessor access to evidence.

The contents of the presentation portfolio provide limited evidence of the Learner’s progress towards achieving stated learning goals. Some of the information in the portfolio are incomplete, insufficient or inaccurate. The organization of the contents does not facilitate assessor access to evidence.

The contents of the presentation portfolio provide insufficient evidence of the Learner’s progress towards achieving stated learning goals. The information in the portfolio is incomplete, insufficient, and inaccurate. The organization of the contents does not facilitate assessor access to evidence.

The presentation portfolio contains insufficient evidence upon which an assessment can be based.

Source: Instructional Managers Manual (2001)

Exit Assessments Exit Assessment for Basic Education The A&E exam measures competencies and life skills of Learners who did not attend/finish formal elementary or secondary education. The A&E exam comprises a multiple-choice test anchored on the competencies of the ALS Curriculum. It may also include a written essay. If a Learner passes the A&E s/he can be issued an elementary or secondary education certificate (see ‘Certification’ below). The Bureau of Educational Assessment administers the A&E exams which are given at the end of Elementary and Secondary level ALS learning interventions. Currently, the secondary level A&E exam covers only up to Grade 10 or JHS. In the absence of an ALS SHS equivalency test, there is a proposal to use the Exit Assessment for Grade 12 as an equivalency test for ALS-EST Learners. The Division Office releases the A&E test results. Learners claim their test results by showing proof of their identity. (D.O. 55, s. 2016) ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

Exit Assessment for Skills Training For the skills component of the ALS-EST program, completers who seek national skills certification can take the NC test, which TESDA administers for a variety of occupational skills. Prior to taking the test, ALS-EST completers need to be registered with their local TESDA office. TESDA assigns a certified assessor to evaluate the ALS-EST completer’s level of competence using performance-based assessments and at times, a written exam (see ‘Certification for Skills Training Competencies’ below).

Certification Certification for Basic Education Competencies DepEd issues A&E Elementary and Secondary Certificate/Diploma to successful A&E passers. Certification for Skills Training Competencies TESDA is the lead agency that provides skills training certification for ALS-EST completers. The NC level assigned usually depends on the range and complexity of competencies mastered during the skills training program (see Glossary for NC I and NC II definitions). ALS-EST Learners who did not complete the full range of competencies required for NC can instead be issued by DepEd a “Certificate of Competency Completion” for the actual competencies mastered, a subset of competencies of the NC standard. DepEd may issue micro-certifications for ALS K to 12 Basic Education and Skills Training competencies earned by ALS-EST Learners. These micro-certifications list and are evidence of the competencies the Learner has demonstrated mastery in which Learners can also use when seeking employment.

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

Recognition For ALS-EST Learners and completers who have shown exemplary performance in the Program, the schools may give a “Certificate of Recognition.” The ALS-EST schools can also give out awards that may include, among others: • Best Presentation Portfolio • Most Community-Responsive Project • Best in Mathematics • Most Promising ALS-EST Learner/Completer • Recognition for Loyalty or Complete Attendance

ALS-EST Handbook for Implementers

Assessment, Certification, and Recognition

References • ASSESSMENT, CURRICULUM AND TECHNOLOGY RESEARCH CENTER. Formative Assessment Project Report, Unpublished. • BUCK INSTITUTE FOR EDUCATION. “6-12 Creativity & Innovation Rubric (CCSS Aligned).” (n.d.) Retrieved March 2019. Available at www.bie.org/ object/document/6_12_creativity_innovation_rubric_ccss_aligned • CHUN, MARC. “Taking teaching to (performance) task: Linking pedagogical and assessment practices.” Change: The Magazine of Higher Education. Changemag, March 2010. Retrieved March 2019. Available at jcsites.juniata. edu/faculty/kruse/misc/Chun_Change_TakingTeachingToTask.pdf • EARL, LORNA & KATZ, STEVEN. Rethinking Classroom Assessment with Purpose in Mind. Manitoba Education, Citizenship and Youth, 2006. Retrieved March 2019. Available at digitalcollection.gov.mb.ca/awweb/ pdfopener?smd=1&did=12503&md=1 • MENTKOWSKI, MARCIA & ROGERS, GLEN. Learning that lasts: Faculty and students integrating learning, development and performance. Office of the Provost Faculty and Staff Presentations, 1999. Retrieved June 2018. Available at scholarlycommons.pacific.edu/provost-facpres/67 DEPARTMENT OF EDUCATION • Classroom-based Assessment Resource Book. 2018. • D.O. 8, s. 2015. Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. 1 April 2015. • D.O. 55, s. 2016. Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic Education Program. 30 June 2016.

ALS-EST Handbook for Implementers

POST-PROGRAM OPTIONS FOR LEARNERS

ALS-EST Handbook for Implementers

Post-Program Options for Learners

LS-EST prepares Learners for various life-career options. The integration of education and skills training gives them the academic, technical, and soft skills needed to pursue a range of career pathways.

Pathways and Exits At the point of completing the ALS-EST program, there are five available pathways and exits for Learners: A Path Back to Formal Basic Education • A&E Exam – ALS-EST Learners who pass the A&E exam have the option to return to formal basic schooling at the level they are qualified for: elementary, JHS or SHS. • Philippine Education Placement Test (PEPT) – ALS-EST Learners may also take the PEPT at any time during the program. The PEPT will determine their appropriate grade level, should they wish to attend a formal school. Higher Education Upon successfully completing an ALS SHS program, by passing the SHS Exit Exam or its A&E equivalent, ALS-EST SHS completers can apply for tertiary level courses at higher education institutions (HEIs). Like SHS graduates, ALS-EST completers may be required by the destination colleges and universities to undergo bridging programs or meet prerequisite course requirements depending on their chosen course. ALS-EST high school graduates may be eligible for available scholarships to pursue higher education studies (see ’Links to Government Programs’ below). Employment ALS-EST prepares Learners for future work/employment. Research by the World Bank shows that possession of an ALS high school diploma significantly improves one’s employability and income earning potential (Igarashi, 2018). As much as practicable, ALS-EST skills training offerings are purposively aligned to industry needs and specifications. The NC level and/or micro-certification that Learners obtain are proof of their readiness and suitability for certain occupations (see Chapter 8, Assessment). ALS-EST schools are encouraged to assist Learners, and link them to relevant government programs, in their search for jobs and on-the-job training opportunities (see ‘Post Program Support’ below). 98

ALS-EST Handbook for Implementers

Post-Program Options for Learners

Entrepreneurship ALS-EST hopes to spark the entrepreneurial spirit in Learners and completers, and prepare them to establish and operate their own micro or small enterprises, family business or home-based work. For those interested in starting their own enterprises, there are several government programs that promote access to seed capital, start-up equipment, entrepreneurial training, and others. ALS-EST schools can direct Learners and completers with information to these entrepreneur programs (see ‘Post Program Support’ below). Middle-level or Higher-level Skills Training The built-in standard competency requirements of the Skills Training component of ALS-EST help ensure that Learners gain buildable knowledge towards greater specialization. Completers can continue to train in horizontally-related skills, or proceed to deepen their knowledge in specialized areas in order to seek higher levels of national certification. For instance, a Learner who finished basic baking can proceed to train in various bakery products like breads and pastries, or specialize in a specific area of cake making like cake design and decoration. S/he can also opt to gain higher-level TESDA-issued certification for these.

Post-Program Support ALS-EST implements mechanisms to facilitate the Learners’ journey along the post-program path they choose, and ensures a smooth exit from the Program. Career Guidance and Counselling Career guidance and counselling helps Learners to carefully think through their paths or exit choices, based on critical information on their progress/achievement, their interests and potentials, and the possibilities and challenges they may face when they complete the ALS-EST program. This service is designed to help Learners think of their career development plan, and the steps they need to take to achieve their career goals. The process of career guidance and counselling starts with the Learners’ Work Folder Portfolio and Presentation Portfolio, and the Learners’ reflection of their own progress and intentions. This process is conducted towards the end of the Program, after Learners have taken the A&E test and NC skills assessment, and as they prepare to exit. ALS-EST Handbook for Implementers

Post-Program Options for Learners

ALS-EST implementing schools provide career guidance and counselling service to Learners free of charge. Ideally, this service is provided with the help of the school guidance counselor, school ALS-EST coordinator, specialization teacher, and/or the principal. An effective career guidance and counseling program focuses on the following1: • Increasing the Learners’ self-esteem and motivation • Broadening the Learners’ knowledge, skills, and abilities • Improving the Learners’ decision-making and work-readiness skills • Orienting the Learners about labor market changes and complexity of the workplace • Maximizing the Learners’ career opportunities • Improving the Learners’ employment marketability and opportunities • Promoting effective job placement • Strengthening employer relation To enhance its career guidance and counselling service, ALS-EST implementers are encouraged to employ different approaches to increase the Learners’/ completers’ chances at employment. This service includes, among others, coordinating with national government offices and LGUs for activities like: • Career and industry talks and outreach • Job placement and referral system • Job fairs It is essential that ALS-EST implementers give Learners information on these activities and link them to relevant government programs, the private sector, and community partners.

Adapted from the U.S. Department of Education.

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Links to Government Programs No matter what exit they choose, ALS-EST Learners/completers have access to a myriad of government programs that can assist them in their way forward. Below are some examples: â&#x20AC;˘ Scholarships and opportunities for further education Learners/completers who wish to go back to the formal basic educational system can enroll in higher education or pursue middle- and higher-level skills and avail of the following support: Free basic ed in all public elementary and secondary schools SHS voucher program that gives tuition subsidy to those enrolled in private SHS (D.O. 60, s. 2017) ALS-EST Handbook for Implementers

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Universal Access to Quality Tertiary Education Act. RA 10931 provides free tuition and fees to students enrolled in state universities and colleges, and local colleges and universities in the country. It also offers subsidies to those enrolled in private HEIs. The law also established a Student Loan Program. TVET scholarships. RA 10931 also offers free TVET provision for students enrolled in TESDA-registered TVET programs leading to a non-degree certificate or diploma, and are offered by state-run technical-vocational institutions. TESDA also provides several grants, financial aid and training, including: Training for Work Scholarship, Private Education Student Financial Assistance, and Special Training for Employment Program. (TESDA website)

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• Assistance to jobseekers DOLE offers services to jobseekers which ALS-EST completers can avail, among which are: job fairs, the Phil-Jobnet automated job and applicant matching system, and the computerized National Skills Registry. (DOLE website) DOLE also operates the Public Employment Service Office (PESO), based in LGUs, which provides employment services and information support. The recently approved First-Time Jobseekers Assistance Act (still awaiting RA number, as of writing) exempts fresh graduates and OSY from paying government fees and charges on documents needed for their job application. • Assistance to entrepreneurs DTI has a wide menu of assistance programs for micro, small, and medium enterprises (MSMEs), including: registration assistance, training and resources, and the Negosyo Center. (DTI website) The Department of Social Welfare and Development (DSWD) SelfEmployment Assistance Kaunlaran under the Sustainable Livelihood Program offers loans for seed capital to micro-entrepreneurs. It also has assistance programs to special needs groups, which ALS-EST completers can explore. (DSWD website) • Most government agencies and offices have programs or projects that can benefit ALS-EST Learners/completers. ALS-EST implementers are enjoined to have updated lists of these, or otherwise advise their Learners on how to search for such programs and projects. Chapter 10, Partnerships, explores other possible areas of collaboration with government agencies. Links to Other Partners As will be discussed in Chapter 10, ALS-EST implementers are encouraged to develop partnerships with many groups. Working links and partnerships with NGOs, charitable institutions, Chambers of Commerce and industry groups expand the network of support for Learners/completers and help prepare the road for their exit from the ALS-EST program.

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References • DEPARTMENT OF EDUCATION. D.O. 60, s. 2017. Guidelines on the Application for the Senior High School Voucher Program for School Year 2018-2019. 1 December 2017. • DEPARTMENT OF LABOR AND EMPLOYMENT. “Jobseekers.” Bureau of Local Employment. Retrieved March 2019. Available at www.ble.dole.gov.ph/ index.php/services/103-jobseekers • DEPARTMENT OF SOCIAL WELFARE AND DEVELOPMENT. Retrieved March 2019. Available at www.dswd.gov.ph • DEPARTMENT OF TRADE AND INDUSTRY. “MSMES.” Business. Retrieved March 2019. Available at www.dti.gov.ph/businesses/msmes • IGARASHI, TAKIKO. “A second chance to develop the human capital of out-of-school youth and adults : the Philippines alternative learning system (English).” World Bank Group: Education Policy Note. The World Bank, July 2018. Retrieved March 2019. Available at documents.worldbank.org/ curated/en/539131530792186404/ • TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY. Retrieved March 2019. Available at www.tesda.gov.ph • U.S. DEPARTMENT OF EDUCATION. “Career Guidance and Counseling Programs.” Office of Career, Technical and Adult Education. Retrieved March 2019. Available at www2.ed.gov/about/offices/list/ovae/pi/cte/cgcp. html?exp=2 REPUBLIC OF THE PHILIPPINES • Implementing Rules and Regulations of Republic Act of 10931. Implementing Rules and Regulations of Republic Act No. 10931, known as the “Universal Access to Quality Tertiary Education Act of 2017”. 22 February 2018. Retrieved March 2019. Available at wmsu.edu.ph/_resources/IRR%20for%20 Distribution%20032218.pdf • Republic Act 10931. An Act Promoting Universal Access To Quality Tertiary Education By Providing For Free Tuition And Other School Fees In State Universities And Colleges, Local Universities And Colleges And StateRun Technical-Vocational Institutions, Establishing The Tertiary Education Subsidy And Student Loan Program, Strengthening The Unified Student Financial Assistance System For Tertiary Education, And Appropriating Funds Therefor. 3 August 2017. 104

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he type and breadth of partnerships implementing schools are able to forge with different stakeholders contribute to the success of the ALS-EST program.

According to the Australian Council for Educational Research (2013), “When partnerships are well-planned, sustainable, collaborative, and based on a mutual sharing of expertise, knowledge, resources and skills, they are effective and are able to make an impact.” When different stakeholders recognize each other’s contributions and learnings and are able to collaborate to create quality and relevant programs, partnership outcomes improve. Schools and business and industry groups derive mutual benefits by strengthening links with each other. Partnerships pave the way for industry-linked training and genuine employment options for Learners, additional training resources for teachers, and a pool of well-trained workers for industry. Through these partnerships, businesses and industry groups are able to: • Share knowledge and expertise with schools • Offer apprenticeships and traineeships to Learners • Provide industry and career mentoring to completers • Deliver skills-specific training and hands-on industry experience to both teachers and Learners In turn, schools can contextualize and better match their programs and skill trainings to industry needs. They help support adolescent and adult learners to become more productive and more involved in their communities which overall creates a positive impact on industry and the society at large. Aside from business and industry groups, local Chambers of Commerce, LGUs, and NGAs also play a big role as partners and can help advocate for and mobilize other types of support (EDC, 2017). Among others, they can arrange and manage job fairs and create on-the-job training and employment opportunities for ALSEST Learners and completers.

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Local and National Government as Partners It is strategic to tap LGUs and NGAs as they not only facilitate partnerships with the business sector, they also offer a range of services and programs that complement the ALS-EST program. These services are seen as areas/themes where partnerships can be explored, known as “Partnership Possibilities,” as shown in Table 10-1. Table 10-1. Partnership Possibilities Offered by Government Agencies Government Agency

Programs/Services related to ALS-EST

Department of Social Welfare and Development

Sustainable Livelihood Program, two tracks: • Access to funds and training to set up microenterprise through the micro-enterprise development track • Access to locally available jobs through public-private partnerships through the employment facilitation track

Department of Trade and Industry

• Creation of jobs and livelihood opportunities and initial capital/loans for micro-enterprises • Marketing of livelihood products produced by Learners • Negosyo Center services such as business registration assistance, business advisory services, business information and advocacy and monitoring and evaluation of business-process improvement • Capacity building program for would-be entrepreneurs and MSMEs (in certain regions) and other SME-development activities (including support to women microentrepreneurs) • Trade fairs • Development and promotion of industry clusters • Provision of machineries, equipment, and training through partner cooperators

Technical Education and Skills Development Authority

• Community-based training and follow-on training provided by TESDA Regional and Provincial Training Centers, including the Women’s Center • Quality assurance of training venues • Development of competency standards for middle-level skilled workers • Assessment and certification of the competencies of the middle-level skilled workers

Department of Labor and Employment and Public Employment Service Office of LGUs

• Employment facilitation programs for the youth, such as the Special Program for the Employment of Students and JobStart Philippines Program (JobStart) • Public Employment Services and access to Labor Market Information

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Possible Areas for ALS-EST Partnerships Table 10-2 identifies the ALS-EST components that need the most support. This list is not exhaustive, and does not limit the areas that schools and their partners can explore. Table 10-2. Possible Areas for ALS-EST Partnerships Resource Type

ALS-EST Components/Partnership Areas

Human Resources

• labor • expertise • skills • experience

• Learning Facilitator/s • Skills Trainer/s • Resource person/s • Mapping volunteer/s • Researcher/s • Career counselor/s • Industry and career mentor/s supervising learners’ activities and skills-specific training • Teacher trainer/s

Enhancement of TeachingLearning Process

• Curriculum • Learning delivery • Materials development • Assessment

• Curriculum and learning delivery models showing basic education, skills training, and life skills integration • Trainings to meet skills shortages in particular areas • Development, implementation and action research on innovative learning delivery modes/ methods • Modules and other materials that already integrate basic education, skills training, and life skills • Training for Learning Facilitators and teachers on integrating basic education, skills training, and life skills • Training for Learning Facilitators and teachers on use of project-based learning and portfolio development and assessment

Material Resources

• Financial resources (money) • Physical resources (tools, equipment, facilities)

• Procurement, printing, and distribution of teaching and learning materials • Monetary support (like transportation allowance of learners who live far from the school/learning venue/s) • Donations of equipment and the like

Organizational Resources

• Social capital • Support systems • Services • Infrastructure • Information technology

• Learning centers, use of facility, laboratory and other facilities • Advocacy and communications • Support systems (like data management, monitoring and evaluation, and accountability) • Referrals, networks, job fairs, employment referrals, access to scholarships, access to seed capital, continuing professional education (like TVET)

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Learners as Partners The ALS-EST program is designed such that Learners are seen as not mere beneficiaries, but as genuine partners in their learning and development. For Learners to act as partners and for any equivalency and adolescent/adult program to work, it “must necessarily gain the trust and confidence of the community” (Lim, 2002), and the first step in doing that is by making sure that the Learners have program ownership and buy-in. The central role of Learners is enhanced by: • Strengthening and focusing on their work readiness and life skills • Deploying learner-centered feedback mechanisms within the schools, the Divisions, and the Project Management Team (Chapter 12, Governance) • Emphasizing their responsibilities (for example, attending classes regularly, reading certain modules on their own, seeking assistance when needed, staying motivated and completing agreed learning plans/activities, and respecting their fellow Learners and their Learning Facilitators).

Partnership Framework ALS-EST shares common partnership-building rationale and potential partnership areas with the SHS program.

OTHER PARTNERS Complementing the roles of NGAs and LGUs, the following are the potential partners in the ALS-EST program: cooperatives, sociocivic organizations, NGOs/CSOs, corporate foundations, public and private schools, faithbased organizations, professional associations, trade unions, media groups, HEIs, technical vocational training institutions (TVTIs), technical vocational institutions (TVIs), TESDA training institutions (TTIs) and other training organizations, entrepreneurs, private individuals, and others.

• D.O. 40, s. 2015 (Guidelines on K to 12 Partnerships) outlines partnership-building efforts needed to achieve the goal of “developing students who have relevant knowledge, competencies, and values to pursue further education and training or to enter the world of work through employment or entrepreneurship.”

• The Senior High School Manual of Operations Volume One (SHS ManOp v.1) identifies several Partnership-Building Activities (PBAs) like “work immersion

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opportunities, hands-on expertise, additional resources, and livelihood opportunities.” These “partnerships are meant to aid the school in developing students’ skills and competencies that are relevant to the needs of the job market in the locality.”

Partnership-Building Activities Schools and ALS-EST implementers can take the lead in forging partnerships through activities like: • Research and needs analysis • Identification of potential partners

Box 10-1. Steps for Doing PBAs 1. Conduct Internal and External Assessments (EA). • This will help schools to determine which skill and track offerings match with the needs of the local community. The EA identifies existing local businesses and available jobs in the community, and helps schools become familiar with local development plan (SHS ManOp v.1, 2015). • A sample EA tool is found in D.O. 40, s. 2015. 2. Identify, qualify, and prioritize potential partners that meet the minimum requirements for partnership. • Analyze the various components of the ALS-EST program and decide which partners can bring in relevant opportunities and expertise. (See Chapter 2, The ALS-EST Program, Chapter 4, Curriculum, Chapter 5, Learning Resources, Chapter 6, Learning Delivery.) • D.O. 40, s. 2015 provides a sample Qualification Tool. 3. Engage potential partners. • Set appointments with potential partners. Visit their sites. • Orient potential partners and make sure they understand the ALS-EST program. Make sure each party has its objectives and expectations articulated clearly. • Collaborate with partners to make the school and other learning venues safe and conducive for instruction and training. 4. Prepare a Memorandum of Agreement (MOA). • The School Head is the official signatory of all partnership agreements entered into by the school. • Before signing any MOA, have DepEd’s legal officers review the draft MOA. • The relevant office should approve the MOA. • See D.O. 40, s. 2015 for sample MOA templates

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• Meeting with potential partners • Designing and finalizing the formal agreements • Managing, monitoring, and evaluating the partnerships These PBAs are discussed thoroughly in both D.O. 40, s. 2015 and the SHS ManOp v.1. Figure 10-1 outlines the main steps for these PBAs, and the tasks for each step. ALS-EST implementing schools entering into partnerships sign a MOA with each partner. Table 10-3 shows the existing laws and DepEd issuances (especially those related to child protection) that serve as guides in the preparation of MOAs. Table 10-3. Policy Issuances Relevant to Partnerships Policy Issuances/ Legal Bases

Description

DepEd Order No. 40, s. 2012

Child Protection Policy (Policy and Guidelines on Protecting Children in School from Abuse, Violence, Exploitation, Discrimination, Bullying, and other forms of Abuse)

DepEd Memorandum No. 197, s. 2017

Reiteration of the Policies on Protection Against Tobacco Industry Interference in the Department pursuant to DepEd Order No. 48, s. 2016 (Policy and Guidelines on Comprehensive Tobacco Control) and DepEd Order No. 6, s. 2012 (Guidelines on the Adoption and Implementation of Public Health Policies on Tobacco Control and Protection Against Tobacco Industry Interference), and CSC-DOH JMC 2010-01 (including enclosure on “Provision on No Tobacco Industry Interests by Partners and Donors”)

DepEd Order No. 80, s. 2012

An order that discourages school officials from partnering with companies manufacturing milk and infant formula products

DepEd Order No. 39, s. 2009

An order on the commercialization of schools which prohibits the appearance of any form of institutional endorsement by DepEd for any commercial product or service within school premises in exchange for any school-industry partnership

Articles 218 and 219 of the Family Code

Provisions giving Special Parental Authority and responsibility to schools, administrators, and teachers

Republic Act 8525

The Adopt-A-School Act of 1998

DepEd Order No. 24, s. 2016

Guidelines for Accepting Donations and Processing Applications for the Availment of Tax Incentives by Private Donor-Partners Supporting the K to 12 Program

Republic Act 7877

An Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training Environment, and for Other Purposes

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All tasks on partnership-building are assigned to the SHS Partnership Focal Persons (PFP, the School Head), the ALS Mobile Teachers, and teachers designated to assist (D.O. 40, s. 2015). Together they are considered the ‘Social Mobilization and Networking Coordinators.’

Box 10-2. Examples of ALS-EST Partnerships Davao City National High School Based on a survey of ALS-EST implementing schools, most partnerships were established to address the training and assessment needs of different skills. An example is the Davao City National High School which has a couple of partners, one for each skill set. • Beauty Care program partner: Arlyn L. Basquez Academy of Beauty (ALBAB) • Electronic Product Assembly Servicing partner: Samson Polytechnic College Both partners were chosen after the school held a stakeholders’ forum for all potential partners, from which it later selected institutions that had the appropriate equipment and materials necessary for both training and assessment. ALBAB is the only Beauty Care Assessment Center in Davao City. Both organizations have the capacity to give the school advice in terms of TESDA standards and orienting Learners about the different machines (used in the skills training) that are not available in the school. Inocencio V. Ferrer Memorial School of Fisheries The Innocencio V. Ferrer Memorial School of Fisheries in Talisay City, Negros Occidental provides a good example in terms of managing and evaluating partnerships. The school built strong partnerships by holding regular (at least once a week) “problems met”-sessions. During these sessions, progress, issues, and concerns of both Learners and industry partners are discussed. In addition to these face-to-face meetings, partners maintained constant and open feedback with the school and the Learners through phone calls and site visits, which all contributed to an efficient partnership management. The school added the ALS-EST program to its existing SHS MOAs. The partnerships under the SHS MOA were fruitful, as industry partners provided employment to Learners, while other partners assured Learners of jobs if they complete NC2. Former School Head and now Public Schools District Supervisor, Division of Negros Occidental, Dency Grace Padillon, said “Given that the partnerships have been established already, it is just a matter of sustaining them.” The benefits from the successful SHS MOA were extended to ALS-EST Learners. ALS-EST teachers were given the opportunity to participate in immersion sessions, particularly in Shielded Metal Arc Welding. The school also has a SHS recognition activity where they give out certificates of recognition and appreciation to partners. The school also intends to hold an ALS-EST Partners’ Summit.

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The PFP have the following responsibilities: • Managing the situational analysis on K to 12 partnership resources • Helping mobilize resources • Establishing/pursuing partnerships based on internal and external assessments • Coordinating with the immersion teachers (on how ALS-EST and SHS can share partnerships and resources like equipment and immersion opportunities) • Nurturing partnerships based on the results of the monitoring • Facilitating the evaluation of partnerships for policy actions, sustainability, and partnership coordination Schools can review DepEd policies specific to their potential partner/s. For example, D.O. 44, s. 2016 (Guidelines on the School-to-School Partnerships for Fiscal Year 2016) outlines how schools can create and cultivate partnerships with nearby schools. While the policy is only about funding for leader schools for 2016, it is still useful as a framework for sharing best practices, and for engaging in partnership activities with nearby schools. ALS-EST Handbook for Implementers

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References • AUSTRALIAN COUNCIL FOR EDUCATIONAL RESEARCH. Partnering for School Improvement Case studies of school–community partnerships in Australia. 2013. Retrieved 2018.Available at research.acer.edu.au/cgi/ viewcontent.cgi?article=1020&context=policy_analysis_misc • DEPARTMENT OF LABOR AND EMPLOYMENT. Available at www.dole. gov.ph/files/Briefing%20Note%20FY%202019_as%20of%20%20Aug23_ eidt%208_29_18FINAL.pdf • DEPARTMENT OF TRADE AND INDUSTRY Available at www.dti.gov.ph • EDUCATION AND DEVELOPMENT CENTER. Private Sector Partnership and Out-of-School Youth Development: The Mindanao Youth for Development Experience. 2017. Retrieved March 2019. Available at www.edc. org/sites/default/files/uploads/MYDEV_Publication.pdf • LIM, MYRNA. “The Role of Partnerships in the Promotion of Lifelong Learning.” Integrating Lifelong learning perspectives (ed. Medel-Añonuevo). UNESCO Institute for Education, 2002. Available at unesdoc.unesco.org/ ark:/48223/pf0000126485 • THE WORLD BANK. The Philippines Sustainable Livelihood Program: Providing and Expanding Access to Employment and Livelihood Opportunities. September 2018. Retrieved March 2019. Available at www. worldbank.org/en/country/philippines/publication/the-philippinessustainable-livelihood-program-providing-and-expanding-access-toemployment-and-livelihood-opportunities DEPARTMENT OF EDUCATION • D.O. 39, s. 2009. Strict Adherence to DepEd Order 28, s. 2001 (Prohibiting the Commercialization of the DECS Organization Through Endorsements and Accreditation of Goods and Services). 24 April 2009. • D.O. 40, s. 2012. “Child Protection Policy” (Policy and Guidelines on Protecting Children in School from Abuse, Violence, Exploitation, Discrimination, Bullying and other forms of Abuse). 14 May 2012. • D.O. 80, s. 2012. Strengthening the Integration of Breastfeeding Education in the Curriculum Setting Up and Sustaining the Operation of Lactation Stations in Schools And Compliance with Executive Order No. 51. 23 October 2012. 114

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• D.O. 40, s. 2015. Guidelines on K to 12 Partnerships. 28 August 2015. • D.O. 24, s. 2016. Guidelines for Accepting Donations and Processing Applications for the Availment of Tax Incentives by Private Donor-Partners Supporting the K to 12 Program. 25 April 2016. • D.O. 44, s. 2016. Guidelines on the School-to-School Partnerships for Fiscal Year 2016. 22 June 2016. • Memorandum 76, s. 2016. Senior High School Manual of Operations Manual One. 6 May 2016. • Memorandum 197, s. 2017. Reiteration of the Policies on Protection Against Tobacco Industry Interference in the Department Pursuant to D.O. 48, s. 2016 and D.O. 6, s. 2012, and CSC-DOH JMC 2010-01. 4 December 2017. REPUBLIC OF THE PHILIPPINES • Philippine Constitution. Family Code Articles 218 and 219. • Republic Act 7877. “Anti-Sexual Harassment Act of 1995” An Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training Environment, and for Other Purposes. 14 February 1995. • Implementing Rules and Regulations of Republic Act 8525 (Adopt a School Act of 1998).

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Capacity Building and Professional Development

LS-EST is a new program. It is crucial that implementers and stakeholders tasked to operationalize the Program undergo intensive and comprehensive training to develop their administrative, coordination, supervisory, and, most importantly, instructional skills and competencies.

Professional Development Framework As stated in D.O. 42, s. 2017, The Philippine Professional Standards for Teachers (PPST): “…makes explicit what teachers should know, be able to do and value to achieve competence, improved student learning outcomes, and eventually quality education. It is founded on teaching philosophies of learnercenteredness, lifelong learning, and inclusivity/inclusiveness, among others.” PPST serves as a framework for all learning and development programs for teachers, ensuring they are properly equipped to effectively implement the K to 12 Program. As such, PPST will also be the basis for the capacity building and professional development of ALS-EST Learning Facilitators, although it will be properly adapted to capture the program’s specific context. Such contextualization or adaptation is essential because ALS-EST caters to many adult learners, who are better motivated if learning satisfies their direct needs and interests (UNESCO 2012). All DepEd teachers undergo the Teacher Induction Program, and the PPST Orientation. ALS teachers also undergo the ALS basic (five-day Basic Instructional Managers Training session) and enhancement trainings both at the national and local levels. In addition to these, ALS-EST Learning Facilitators and other ALS-EST implementers will also be given specific capacity building trainings. The recommended capacity building program is based on the critical competencies of an ALS-EST Learning Facilitator and existing professional development modes for teachers like Learning Action Cell (LAC) (see D.O. 35, s. 2016). The capacity building program also takes into account that “professional learning will be most effective when it is relevant, collaborative, and when it supports teachers to reflect on, question and consciously improve their practice” (AITSL, 2012). 118

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Figure 11-1. Capacity Building Program for ALS-EST Learning Facilitators

Capacity Building and Professional Development

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Critical Competencies of ALS-EST Learning Facilitators Learning Facilitators are required to have critical competencies based on the key elements of the ALS-EST Learning Delivery discussed in Chapter 6. Table 11-1 provides a summary. Table 11-1. Critical Competencies of an ALS-EST Learning Facilitator/Tech-Voc Teacher ALS-EST Learning Philosophy Element

Critical Competencies of an ALS-EST Learning Facilitator

Use of adult learning and constructivism principles

• Relates life experiences to lessons • Conducts group discussions, simulations and role-playing, and other sessions that are deliberately built into a lecture or larger group exercise in order to stimulate discussion and provide feedback to Learners (UNESCO Regional Guide and http:// www2. rgu.ac.uk/celt/pgcerttlt/selecting/select18.htm)

Education that is centered on PBL, including portfolio development and assessment

• Supports Learners in their management of learning (from outlining and personalizing the project to creating Learner contracts, as well as portfolio development and presentation) • Develops portfolio rubrics with Learners • Uses portfolio development in formative assessment • Incorporates portfolio assessment in summative assessment

Skills training that is matched to local skills and the environment/ industry/community and provides many opportunities for immersion/ practicum

• Assesses the job demand of local industries vis-à-vis teacher capacity and school equipment • Collaborates with industries/businesses not just in terms of job demand but also in terms of immersion/exposure to industry • Establishes learning environments that are responsive to community contexts

Skills training that has a competency-based framework for learning

• Analyzes jobs to achieve occupational specifications and identifies and standardizes competencies by answering the question: What does the Learner need to learn to be effective in employment? • Models competencies, coaches Learners as they perform competencies (De Bruijn, 2012) • Uses competency-based assessment and certification

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Table 11-1 continuation ALS-EST Learning Philosophy Element

Critical Competencies of an ALS-EST Learning Facilitator

Seamless integration of education, technical skills, the six strands, work readiness skills, and learning-to-learn skills

• Develops curricula that integrates ‘education’ (subject areas and the six strands) with skills training, work readiness, and learningto-learn skills • Ensures that lessons are holistic, practical, current, and, as much as possible problem-centered (not subject-centered) • Emphasizes creativity, innovation, and entrepreneurship in class discussions • Coordinates closely and collaborates on planning of learning sessions with other teacher/s and is able to do some team teaching • Equips Learners with critical thinking, skills, and values to be able to live and work effectively in the digital world • Technically, use of ICT is part of the six strands, but it needs to be emphasized more (Tindowen, Bassig, & Cagurangan, 2010).

Close coordination and collaboration with community members and other stakeholders

• Conducts Community Needs Assessment • Advocates for ALS-EST • Networks, builds partnerships, and continues to scope for possible partners • Coordinates the different ALS-EST activities with the concerned ALS-EST stakeholders (for example, parents, LGUs, as well as industry partners and TESDA)

Clear and consistent postprogram support

• Provides career counseling to Learners that take into consideration background, interests, learning experiences, as well as contextual factors (support and barriers) • Acts as consultant to parents, OSY and adults, and other members of the community • Coordinates with ALS-EST stakeholders (government agencies, LGUs, private employers and industry partners) for post-program support activities such as job fairs, employment referrals, access to scholarships, access to seed capital, continuing professional education (for example, TVET)

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Components of the Capacity Building Program Central Office-led Capacity Building The centrally-led capacity building program has four key components: • ALS-EST Orientation • ‘Education’ and ‘Skills Training’ Integration Training • PBL Training • Assessment Training The ALS-EST Project Management Team (ALS-EST PMT) will design the four parts of the capacity building program. The ALS-EST PMT, ALS-EST partners and ALS focal persons from the Regional and Division Offices implement these trainings. (DepEd Memo 144, s. 2018)

Box 11-1. Learning Action Cells and ALS-EST The school-based LAC sessions will be co-led by the school principal and the Academic Department Head and/or TVL Department Head, while the division-based ones will be led and managed by the Division’s ALS focal personnel. It is ideal for the principal and the Academic/ TVL Department Head to include the Learning Facilitators in the school’s LAC orientation. The following link provides materials for the principal for him/her to conduct the orientation: • LAC Guide for Leaders https://drive.google.com/drive folders/0B8q6NR7hgAt5M0RGZzlqVTRHems • LAC Orientation https://drive.google.com/drive/folders/0B8q6NR7hgAt5RjN6UlpnYlhoTm8 After the orientation, the ALS-EST LAC can be formed (it can be a LAC composed of a cluster of schools if that is more convenient, provided that all members have had the orientation). The LAC may use these materials for the first few sessions: • https://drive.google.com/drive/folders/0B8q6NR7hgAt5S2hfWUVvUmtWOHc

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The LAC can then focus on joint lesson planning or coordination of ALS-EST lessons. If it is possible, the members can try team teaching. M&E tools are also part of the LAC Starter Kit: • https://drive.google.com/drive/folders/0B8q6NR7hgAt5NkVoaXhoZmIybzg and both individual and group monitoring tools are available. The individual learning journal or LAC Photo Journal is there not just to help with the M&E of LACs. While incorporating individual introspection in their daily ALS-EST teaching practice experiences (what is working well, what didn’t work as well as expected, lessons learned, challenges faced) helps teachers focus the LAC discussions, its more crucial use is to facilitate processing and integration of new knowledge and to help practitioners when confronted with unfamiliar situations (Marzano, et al., 2012).

Local (Regional/Division/School-based) Capacity Building In addition to the centrally-led capacity building program and in response to the particular needs of Learning Facilitators, other localized capacity building sessions can be conducted by the schools or division offices. • Division-led support sessions can include topics on networking and stakeholder engagement to supplement the ALS trainings. Since a key element of ALS-EST is coordinating and collaborating with industry and TESDA, it is important that Learning Facilitators, schools, and divisions are guided on how to partner with them. • The Regional Offices and ALS-EST PMT can also collaborate and launch Region-wide ALS-EST Network Forum sessions. The mechanics and officein-charge of the optional exchange/immersion program will be determined during the region-wide ALS-EST network forum. • Partner schools are free to initiate site visits to offices, factories, and related venues and nearby ALS-EST schools to benchmark their ‘Skills Training.’ • Learning Facilitators are encouraged to create their own Learning Portfolios as they experience these different capacity building activities and go through their daily professional practice. Learning Portfolios are opportunities for selfreflection that help integrate new knowledge with current practice. Keeping a learning portfolio builds their familiarity and experience in portfolio management, and facilitate their task of guiding Learners in using portfolios for ALS-EST.

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ALS-EST Orientation and Capacity Building for Other Personnel and Stakeholders The following stakeholders, individuals and personnel are also included in the capacity building program: • Principals and Academic or TVL Department Heads of the ALS-EST schools who serve as instructional supervisors of school-based ALS-EST Learning Facilitators (see Chapter 6, Learning Delivery) • Regional and Division ALS Focal Persons, including Education Program Specialist II for ALS (EPSAs) • Regional Directors (RD) and Schools Division Superintendent • Key Finance Personnel [from schools to Central Office (CO)] • Personnel of ALS-EST partners (from Learning Facilitators to Program Managers) • LGU Officials, such as Governors, Mayors, and Barangay Officials The above will be given the same ALS-EST Orientation given to the Learning Facilitators. Some will receive capacity building sessions after the ALS-EST Orientation (see Table 11-2). These sessions are in addition to the other capacity building sessions they already receive, for example, the School Heads’ Development Program (SHDP), or Enhanced Trainings for Supervisors and other ALS training. ALS-EST partners may either be resource persons and participants, depending on their strengths and training needs. Individuals from ALS-EST partner organizations may attend capacity building that is suited to their training needs. They will be informed of training given by the Cenral Office, as well as those led by the Division or Regional Offices.

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Table 11- 2. ALS-EST Capacity Building for Other Personnel and Stakeholders Personnel/ Stakeholders

Competencies

Capacity Building Needed

Suggested Trainer/s

Principal and Academic Department Head and/ or TVL Department Head

• Model professional learning, develop the professional capacity of teachers on ALS-EST, and foster a professional learning community on ALS-EST • Help facilitators assess market demand of the industries in its community or in nearby communities, teacher capacity, and school equipment to come up with suggested skill offerings

Integration of ALS and EST, as well as work readiness skills, PBL, and assessment trainings (they will attend as observers) Industry immersion (including interviews of industry leaders)

ALS-EST PMT, ALSEST partners, Regional and Division focal persons Schools will have to arrange for industry leaders to be the resource persons

Principal and Support Staff [Finance Personnel of either the school (if school is an) Implementing Unit (IU) or Division (if it’s not an IU)]

• Manage school operations and resources for the implementation of ALS-EST • Manage ALS-EST financially (including budget preparation, accounting, and reimbursements)

ALS-EST procurement, administration, and financial management training

OSEC and ALS-EST PMT, Divisions

Project Head (SDS) and other members [such as the ALS Dvision Focal Person/ EPSA or Public Schools District Supervisor (PSDS)]

• Provide technical assistance to ALS-EST Learning Facilitators and lead division-based LAC sessions • Help ALS-EST teachers look for and contextualize learning resources • Design and (co-) implement capacity building sessions for ALS-EST Learning Facilitators • Research, M&E

EST integration, PBL, and assessment trainings (they will attend as observers) Regional training on contextualization and other local trainings on contextualization Meetings and program design sessions with the Regional Director, Schools Division Superintendent, ALSEST PMT, ALS-EST partners, and other resource persons

ALS-EST PMT, ALSEST partners, Regional and Division focal persons ALS-EST partners, Regional Office and other resource person ALS-EST PMT, ALS-EST partners, Regional Director and other resource persons

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Documentation, Monitoring, and Institutionalization Documentation and Institutionalization Orientations and capacity building support need to be documented by implementers. Documentation includes, but is not limited to: • Planned and actual training design • Highlights of the training sessions • Issues and concerns • Recommendations for future trainings on the same topic The ALS-EST PMT convenes at the end of the year and reviews all the documentation to produce a brief report that outlines ways forward. A manual for ALS-EST trainers will be developed as part of the documentation and institutionalization. The manual will compile recommended training design of each component of the training program, the process for contextualizing trainings and developing local trainings, and other capacity building considerations. Monitoring The Division ALS-EST Team and members of the ALS-EST PMT will establish a monitoring system for the capacity building programs. Monitoring aims to determine the following: • Effectiveness of the capacity building intervention • Areas for improvement • Competencies that require follow-up capacity building activities

The capacity building and professional development program for ALSEST shall be aligned to the ongoing National Educators Academy of the Philippines (NEAP) Transformation initiative. Under this initiative, NEAP shall be responsible for the design, development, and delivery of professional development for teachers and school leaders. The ALS-EST PMT shall work with NEAP for the effective integration of the ALS-EST capacity building program into the overall program of NEAP.

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References • DE BRUIJN, ELLY. “Teaching in innovative vocational education in the Netherlands.” Teachers and Teaching: Theory and Practice. Taylor & Francis, November 2012. Retrieved March 2019. Available at dx.doi.org/10.1080/13540 602.2012.746499 • MARZANO, ROBERT JOHN; BOOGREN, T.; HEFLEBOWER, T.; KANOLDMCINTYRE, J.; & PICKERING, D.Becoming a Reflective Teacher. Marzano Research Laboratory, February 2012. • THE AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP. Australian Charter for the Professional Learning of Teachers and School Leaders: A Shared Responsibility and Commitment. August 2012. Retrieved March 2019. Available at www.aitsl.edu.au/docs/default-source/ default-document-library/australian_charter_for_the_professional_learning_ of_teachers_and_school_leaders.pdf?sfvrsn=53c3ec3c_0 • TINDOWEN, DJ.; BASSIG, J. & CAGURANGAN, J. Twenty-First-Century Skills of Alternative Learning System Learners. SAGE Open, July to September 2017. Retrieved March 2019.Available at doi.org/10.1177/2158244017726116 • UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. Asia-Pacific Regional Guide to Equivalency Programs. 2012. Retrieved March 19. Available at unesdoc.unesco.org/ark:/48223/ pf0000216086.locale=en • UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION OFFICE BANGKOK AND REGIONAL BUREAU FOR EDUCATION IN ASIA AND THE PACIFIC. Achieving EFA through equivalency programmes in Asia-Pacific: a regional overview with highlights from India, Indonesia, Thailand and the Philippines. UNESCO, 2010. Retrieved March 19. Available at unesdoc.unesco.org/ark:/48223/ pf0000214109

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DEPARTMENT OF EDUCATION • Alternative Learning System Manual of Operations. Forthcoming. • D.O. 35, s. 2016. The Learning Action Cell as a K to 12 Basic Education Program School–based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. 7 June 2016. • D.O. 42, s. 2017. National Adoption and Implementation of the Philippine Professional Standards for Teachers. 11 August 2017. • Memorandum 144, s. 2018. Creation of the Alternative Learning SystemEducation and Skills Training Project Management Team. 12 September 2018.

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he ALS-EST program was launched in October 2017 and is supervised by the OSEC. It is principally an OSEC mechanism for program and policy development while delivering services for eventual integration into the mainstream ALS program. (See Chapter 2, The ALS-EST Program.)

Box 12-1. Adjusting the Approach In the early stages of the ALS-EST pilot implementation, OSEC coordinated and worked directly with schools. This approach yielded good practices and revealed gaps between central and field levels. • The approach facilitated faster coordination and communication with schools (especially in implementation mechanics, reporting and monitoring, and policy development). • It also revealed weaknesses in the coordination of the Regional and Schools Division Offices with the schools. Only Regional and Division Offices that had volunteer schools under them were actively engaged in the ALS-EST framework development process resulting in difficulties in integrating with the regular ALS program. This difficulty was most pronounced for ALS Mobile Teachers who are not school-based and are supervised only at the Division level. There were also issues with the Divisions on coordinating the downloading of funds and fund utilization. To close the gaps, OSEC established the ALS-EST PMT to tie together the different levels of participation in the Program.

The Project Management Team Structure OSEC issued DepEd Memorandum No. 144 on 12 September 2018 creating an ALS-EST PMT. The PMT structure provides program implementation supervision and management at the Central, Regional, Division, and Implementing Schools levels. The PMT facilitates shared awareness, understanding, and appreciation among policy makers, coordinators, and implementers of the ALS-EST program. This vertical linkage provides: • Effective coordination and implementation • Reporting and feedback mechanism • Inclusive program development • Accountability 130

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The PMT operates at three levels: • CO ALS-EST PMT (with adjunct Secretariat) • Regional ALS-EST PMT • Division Implementing Teams and School Implementing Teams The process or operation framework to integrate the roles, functions and responsibilities at the various governance levels is shown in Figure 12-1.

Figure 12-1. Process/Operation Framework for ALS-EST Governance

KEY RESULTS AREA

Technical Assistance

RO Technical Assistance

SDO Technical Assistance

SCHOOL

POLICY DEVELOPMENT

CURRICULUM DELIVERY

Standardization

ASSESSMENT FINANCE &

PROGRAM MANAGEMENT Program Instruction

PROGRAM MANAGEMENT School Supervision

PROGRAM IMPLEMENTATION

ADMINISTRATION CAPACITY BUILDING ADVOCACY

ACTIVITIES

MONITORING EVALUATION PARTNERSHIP R&D

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CO ALS-EST PMT The OSEC supervises the CO ALS-EST PMT, a multi-level team tasked with combining the inputs from and outlooks of policy-making offices and ALS-EST implementers. The team is responsible for implementing the guidelines on accountability and financial management of the Project. DepEd Memorandum No. 144, s. 2018 outlines the following responsibilities for the CO ALS-EST PMT: • Implement advocacy activities • Review and approve consolidated reports • Monitor financial accountability including downloading of funds • Monitor program implementation Development of M&E tools and templates Facilities Assessment Learner data management • Monitor and evaluate the program • Determine Learner requirements and school/partner qualifications • Plan and implement convergence activities including launch and gathering of stakeholders • Coordinate with OSEC and other stakeholders on all ALS-EST related activities • Establish and recognize best practices • Consolidate experience and best practices into program, policy, and operational guidelines • Coordinate with the regular ALS program A Secretariat based at the OSEC assists the CO ALS-EST PMT in its work.

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Regional ALS-EST Team In regions where there are volunteer schools, the RDs are required to organize and head a Regional ALS-EST Team. The regional ALS-EST Team, using an integrated approach, is responsible for gathering feedback from different project management areas, and reporting these to the CO ALS-EST PMT. CO ALS-EST PMT members

Regional ALS-EST Team members

• PMT Chair (assigned Undersecretary) • PMT Vice Chair (assigned Regional Director) • 11 Members (representatives from Regional, Division, and School levels; one representative each from the CO Budget Office and Accounting Office)

• ALS-EST Regional Team Leader (the Regional Director) • One designated member from Curriculum and Learning Management Division (CLMD) • One designated member from Field Technical Assistance Division (FTAD) • One designated member from Human Resource Division (HRD) • One designated member from Quality Assurance Division (QAD)

Division ALS-EST Implementing Team members • ALS-EST Project Team Leader (Schools Division Superintendent) • Members (Principals of ALS-EST schools) • Additional members (designated ALS Mobile Teachers and Skills Trainers)

Division and School Implementing Team The Division Office is required to organize project implementation teams with volunteer schools as members. The team monitors the Program’s alignment with the ALS K to 12 curriculum. The Schools Division Superintendents make sure that the regular ALS program (managed from the Division Office) collaborates with the ALS-EST volunteer schools. This collaboration covers: • ALS-EST course design (curriculum integration, skills training, delivery, assessment) • Deployment of Learning Facilitators and skills trainers • Project implementation and reporting ALS-EST Handbook for Implementers

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The ALS-EST volunteer school Principals may also organize and lead their own Schools ALS-EST implementing teams.

Inputs from Field Consultation ALS-EST implementers provide regular and timely feedback on on-the-ground realities, informing both policy development and project implementation. On 16 November 2018, OSEC brought together select regional, division, and school representatives in a workshop to further define roles and functions, and fine-tune the responsibilities of the ALS-EST PMT. Table 12-1 summarizes the results. Workshop participants suggested that the following be included in the ALS-EST governance structure: • Region ALS-EST PMT: Policy Planning and Research Division • Division Implementing Team: Assistant Schools Division Superintendent; chiefs of Curriculum Implementation Division and School Governance and Operations Division; ALS Supervisor of EPSA • School Implementing Team: Principal (as Team Leader); coordinators of the academic, TVL and TLE; mobile teachers The CO ALS-EST PMT will endorse these recommendations for the Secretary’s action.

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Table 12-1. Distribution of Roles and Functions across ALS-EST Design and Implementation Areas Regional Office

Schools Division Office

School

• Lead in the contextualization and integration through the CID

• Work with ALS Mobile Teacher and EPSA to ensure curriculum alignment of ALS K to12 and ALS-EST • Ensure that the curriculum is integrated, implemented, facilitated and contextualized at the school level through – Observation of classes both in skills and basic education – Conduct training on integration of TESDA TRs, the K to 12 curriculum, and the ALS modules

• Conduct coordination meetings on assessment to standardize criteria • Develop and establish assessment centers for curriculum integration implementation and NCI assessment • Develop and issue microcertificates, particularly for sub-components of NCII level skills

• Conduct pre-assessment in preparation for A&E and NC assessments • Coordinate with TESDA for the NC assessments • Facilitate assessments before, during, and after the conduct of the training

Curriculum • Monitor implementation of the curriculum • Provide technical assistance on curriculum contextualization and integration • Ensure availability of contextualized material prepared by STVEP schools, anchored on identified ALS competencies

Assessment • Monitor A&E and NC Passing Rates • Assess school implementer performance for improvement of passing rates

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Table 12-1 continuation Regional Office

Schools Division Office

School

• Lead in instructional supervision • Provide technical assistance on planning, implementation, monitoring, reporting, and evaluation

• Work with ALS Mobile Teacher and EPSA to ensure the delivery of ALS K to 12 competencies and skills training • Ensure the curriculum alignment of ALS K to 12 and ALS-EST in delivery • Utilize SHS with NC or TM and/or Assessors in STVEP schools for skills training • Implement work immersion for ALS-EST Learners

• Provide technical assistance on procurement, disbursement, and liquidation • Manage funds for the nonIUs implementers • Monitor downloaded funds and utilization

• Facilitate the procurement process • Utilize the downloaded funds, and accomplish reports including necessary liquidation • Ensure transparency in all ALS-EST financial transactions

• Conduct information, education, and communication activities, such as the announcement of the opening or launch of ALS-EST • Conduct orientation sessions to have a common language and understanding on ALS-EST in the Division • Manage the mapping of Learners for ALS-EST

• Design and conduct advocacy programs using caravans, social media, radio, and flyers (Example tagline: “Sa ALS-EST, A&E passer ka na, NCII qualifier ka pa!”)

Delivery • Look into the budget of work prepared by the schools

Finance and Administration • Monitor if the budget is being followed • Monitor adherence to indicators in the project proposal • Identify accomplishments, success stories, lessons, and challenges Advocacy • Ensure execution of proper documents such as signed MOAs, MOU, request letters

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Table 12-1 continuation Regional Office

Schools Division Office

School

• Develop M&E tools • Create monitoring teams • Conduct M&E of ALS-EST schools and report to: higher office, stakeholders, community, and people and units involved in the implementation • Conduct pre-assessment and exit assessment

• Utilize the regular ALS M&E form while ALS-EST tools are being developed • Coordinate with ALS Mobile Teachers and EPSA from the Division to ensure that the school knows what is needed from both the education and skills training components • Chart the progress of the ALS-EST Learners using the progress chart • Implement M&E tools provided by the CO

• Have an inventory of internal and external stakeholders and linkages for program support • Conduct stakeholders’ summit or forum • Execute MOU and MOA with government agencies, LGUs, NGOs, private sector, and other stakeholders with SGOD • Monitor partnership agreements

• Look for prospective partners and stakeholders and establish partnerships with stakeholders (NGOs, LGU, private sector, and others who will be part of the implementation) • Prepare proposals for MOA, MOU • Strengthen the partnership between the ALS Mobile Teacher and ALS-EST Skills Trainer to ensure a shared and common understanding of the program and integration of the ALS and EST components

Monitoring and Evaluation • Ensure systematic monitoring and inclusive evaluation at the regional level • Monitor the performance of the SDOs in ALS-EST program implementation

Partnership • Identify the different partners and linkages • Come up with a partnership checklist to determine the extent of promotion activities needed for the program

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Table 12-1 continuation Regional Office

Schools Division Office

School

• Lead in the conduct of research and development, aligned with DepEd basic ed research agenda, such as tracer study and program evaluation

• Conduct tracking of the completers of the program • Conduct school-based action researches that will enhance the program • Pilot Region- and Divisionapproved innovation programs across ALS-EST components

Research and Development • Check, monitor or identify researches on tracking, employability, and alignment to needs of Learners

• In coordination with each other, design, direct, and supervise the pilot testing of innovations across ALS-EST components

Reference • DEPARTMENT OF EDUCATION. Memorandum 144, s. 2018. Creation of Alternative Learning System-Education and Skills Training Project Management Team. 12 September 2018.

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FINANCIAL MANAGEMENT

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Financial Management

he ALS-EST program—its policies, procedures, and operation requirements— is implemented in compliance with DepEd’s budgeting, procurement, accounting, and auditing standards. In addition to the overall rules, OSEC issues specific guidelines for every funding cycle.

General Fund Flow As part of the broader ALS, the ALS-EST program is funded under the line item “Flexible Learning Options (ADM/ALS/EiE),” or FLOs, of the DepEd budget. Programs under FLOs are managed by units from the DepEd CO. The expenditure plan for ALS-EST for a given year is prepared by OSEC, and included in its Work and Financial Plan (WFP). This expenditure plan is based on the programmed projects and activities under ALS-EST. It is a combination of activities to be conducted by the CO, and delivery of ALS-EST to Learners by the ALS-EST schools, based on their approved program. The funds for the delivery of ALS-EST to Learners are downloaded to the ALS-EST schools directly or through their respective Divisions.

Expenditure Items The typical expenditure items for ALS-EST include: Advocacy and Social Mobilization This is intended for advocacy activities, including the development and printing of advocacy and communication materials. It supports activities to maximize participation and commitment of stakeholders. Capacity Building • Regional and Division Offices are responsible for the training of newly-hired or newly-assigned ALS-EST implementers. They likewise provide enhancement programs for regular ALS Mobile Teachers, District Coordinators, and TechVoc Teachers who are part of ALS-EST implementation. • Meals, venue, transportation expenses, and supplies are allowable training expenses. • Schools may also fund training activities using their Maintenance and Other Operating Expenses (MOOE) or In-Service Training (InSet) funds. 140

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Monitoring and Evaluation and Technical Assistance Regions, Divisions, and Schools are given M&E funds to monitor progress and provide Technical Assistance (TA) to ALS-EST implementers based on the number of teachers engaged in the Program. Programmed Project Expenses These generally cover a minimum of 75 to a maximum of 150 Learners per ALSEST implementing school following the recommended teacher-to-learner ratio for ALS-EST: • One Learning Facilitator for every 75 Learners • One Skills Trainer for every 25 Learners Project expenses include: • Subsidy for Learning Facilitators (who are not regular ALS Mobile Teachers) and Skills Trainers, for the payment of honoraria of Learning Facilitators, subject to the limits provided in applicable guidelines for honoraria for excess teaching load1 (The Magna Carta for Public School Teachers) • Supplies and materials, to cover expenses for materials needed for lessons/ classes appropriate to the skills offered, such as cooking ingredients, materials for welding, and the like • Supplemental MOOE, to pay for electricity, water, and other related operating expenses incurred during project implementation. • Assessment fee, to pay for the assessment of Learners for the NC that is given by TESDA

Provision of additional compensation for teachers is governed by the provision of The Magna Carta for Public School Teachers, Article III Sec. 14, which states: “Additional Compensation. Notwithstanding any provision of existing law to the contrary, cocurricula and out of school activities and any other activities outside of what is defined as normal duties of any teacher shall be paid an additional compensation of at least 25% of his regular remuneration after the teacher has completed at least six hours of actual classroom teaching a day. In the case of other teachers or school officials not engaged in actual classroom instruction, any work performed in excess of eight hours a day shall be paid an additional compensation of a least twenty-five percent of their regular remuneration”. ALS-EST Handbook for Implementers

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Financial Monitoring and Reporting ALS-EST is covered by the overall financial monitoring system of the DepEd IUs whether at the central, regional, division offices or schools, submit documentation of payments to Finance (budget and accounting), which in turn prepares the financial accountability reports for submission within the DepEd and to the Deparment of Budget and Management. Commission on Audit auditors also subject all DepEd disbursements to post-audit. DepEd has also organized an Education Program and Delivery Unit (EPDU) that does online monitoring of obligation of allotments, to ensure that bottlenecks in implementation are flagged and addressed. At the program supervision level, the OSEC requires ALS-EST schools to submit quarterly obligation and disbursement reports. It will also start random spot verification of ALS-EST schools on payment documentation, beneficiaries, and inventory of durable goods and equipment purchased with ALS-EST funds.

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t is essential that ALS-EST undergoes M&E to determine whether or not the Program meets set objectives, outputs, and desired outcomes. M&E helps identify gaps and weaknesses in the Program so that timely and appropriate adjustments and interventions are made to bring the Program back on track.

Monitoring is “a continuing function that uses systematic collection of data…to provide… indications of the extent of progress and achievement of objectives and progress in the use of allocated funds.” Evaluation is “the process of determining the worth or significance of an activity, policy or program,“ which aims “to determine the relevance and fulfillment of objectives, development efficiency, effectiveness, impact and sustainability.” Source: OECD (2010)

Adopting Existing Tools The ALS-EST program is covered by the general M&E policy of DepEd. Hence, it employs existing M&E tools already used in the Department. As discussed in Chapter 12, Governance, ALS-EST will (see Table 12-1): • Ensure systematic monitoring and inclusive evaluation. • Utilize the regular ALS M&E forms while ALS-EST tools are being developed. Figure 14-1 illustrates the two major components and the content areas of M&E for ALS. Figure 14-1. ALS M&E Content Areas Curriculum Programs & Projects Delivery of Services for Basic Ed ALS M&E Content Areas

Education Resources Teacher Performance Learner Performance ALS Management

Organizational Health and Performance

Productivity Community Partnership

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• At the school level: Coordinate with ALS Mobile Teachers and EPSA from the Division Office to ensure that the school knows what is needed from both the education and skills training components. Plot the progress of ALSEST Learners using a progress chart. • Implement M&E tools provided by the CO. For example, for Finance, ALS-EST follows the M&E protocols discussed in Chapter 13, Financial Management. • The ALS-EST PMT is the body primarily responsible for the Program’s M&E.

M&E Framework for ALS-EST The ALS-EST PMT developed a M&E framework for the Program (see Table 14-1). It details the indicators, tools, and timing for M&E of ALS-EST’s impact, outcomes, outputs, and activities (see Box 14-1). It also identifies the levels at which specific M&E is done, and who are responsible for them. It integrates different program components and demonstrates how they impact each other. This framework is meant to be used for the M&E of the pilot program, and will be improved as implementers gain more experience and insights, and as the Program matures.

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Table 14-1. ALS-EST Monitoring and Evaluation Framework Summary

Objectively Verifiable Indicator

Source/Means of Verification

ALS-EST Learners are able to realize their full potential and contribute productively to building cohesive and sustainable communities.

ALS-EST Learners are able to effectively participate in communities by optimizing the use of acquired skills and competencies.

Tracer studies from implementing schools

• Percentage of ALS-EST Learners / completers who are employed • Percentage of ALS-EST completers who are engaged in livelihood opportunities • Percentage of ALS-EST completers who proceeded with higher education relative to Learners’ preferences • Percentage of ALS-EST completers who pursued middle-level development relative to Learners’ preferences

ALS-EST Completers Monitoring / LIS

Goal/Impact

Outcome/s Learners who are suitable for immediate employment, development of middle-level skills, entrepreneurship, and higher education

Outputs Skilled ALS-EST completers who may be any of the following:

Percentage of ALS-EST Learners who are:

• NC holders

NC Holders

List of NC Holders

• A&E test passers (Elementary and Secondary levels)

A&E Passers

A&E Results/CORs

Completers

List of Completers through LIS

Proceeded to tertiary education

ALS-EST Completers Monitoring / LIS

Planned budget

Approved WFP

Mapped areas for advocacy and social mobilization

Risk Analysis

Planned implementation

Implementation Plan

Activities Planning and design of ALSEST activities including financial management

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Who will monitor

When to monitor (Suggested)

How to collect data (Methodology)

Assumptions/Risks

• School (c/o principal) • Schools’ Division Office • Regional Office CO (through BEA) • CO Project Management Team

Annually

Records review

• There is a policy to mainstream ALS-EST in the regular ALS program to ensure budget allocation for human and physical resources. • ALS-EST programs are relevant to the needs of the industry and community. • Change in leadership may hamper continuity of the program.

• School (c/o principal) • Schools’ Division Office (c/o EPS) • Regional Office (c/o ALS Focal Person) • CO Secretariat

Once per implementation

Records review

• There are funds available to implement the project. • Pilot schools sustain and enhance/expand their ALS-EST programs.

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Summary Advocacy and Social Mobilization

Teaching and Learning Intervention

Assessment of Learners’ progress and certification of equivalency and TESDA qualifications

Networking and Linkages

Objectively Verifiable Indicator Number of prospective ALS-EST Learners

ALS Forms 1 to 3 Attendance sheets

Kinds of Advocacy and Social Mobilization Activities

• Activity proposal • Activity request/ Authority to conduct • Approved WFP

Number of communities reached

Attendance sheets

Availability of aligned education and skills learning materials

• Curriculum • List of materials • Learning modules

Availability of tools and equipment for skills training

List of tools and equipment

Observed “integrated” lessons using PBL approach

Session Guide modeling PBL Classroom Observation Tool

Attendance of Learners in skills training

Attendance record

• Number of assessment tools developed/utilized

• RPL Forms • ALS Assessment Forms • Institutional Assessment • A&E Test • TESDA checklist of competencies • Other actual assessment tools

Types of assessment tools developed/utilized

Actual assessment tools

Partnerships with accredited external academic institutions and non-government organizations successfully forged as implementer

• MOUs • MOAs • Partnership Agreements

Established partnerships with industry and LGUs

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Source/Means of Verification

Monitoring and Evaluation

Who will monitor?

When to monitor (Suggested)

How to collect data (Methodology)

Assumptions/Risks

• School (c/o principal) • Schools’ Division Office (c/o EPS) • Regional Office (c/o ALS Focal Person) • CO Project Management Team

• School - Weekly until the start of the classes • SDO and RO - once per implementation • CO Project Management Team As Needed

Records review

Communities support and are receptive to the ALS-EST program.

• School (c/o principal) • Schools’ Division Office (c/o TLE and ALS Focal Persons) • Regional Office (c/o ALS Focal Person) • CO Project Management Team

• School - Weekly • SDO - Monthly • RO - Quarterly • CO Project Management Team As Needed

• Records Review • Documented observation

• Skills Trainers and equipment are available. • Teachers/principals are well-versed in PBL principles of teaching and learning materials and assessment tools.

• School (c/o Skills Trainer) • Schools’ Division Office (c/o TLE and ALS Focal Persons) • Regional Office (c/o ALS Focal Person) • Central Office Secretariat

• School - per session • SDO - Monthly • RO - Quarterly • CO Secretariat As Needed

• School (c/o principal) • Schools’ Division Office (c/o TLE and ALS Focal Persons) • Regional Office (c/o ALS Focal Person) • CO (c/o BEA)

End of implementation

Records review

• A&E tests are regularly conducted, and results are promptly released. • There are qualified assessors. • There is a regular schedule for assessment.

• Schools’ Division Office (c/o TLE and ALS Focal Persons) • Regional Office (c/o ALS Focal Person) CO Project Management Team

• SDO and RO Monthly • CO Project Management Team Twice a year

Records review

Partnerships are sustained and/or expanded.

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Summary Capacity Building of Teachers Facilitators and Skills Trainers

Objectively Verifiable Indicator Kinds of training for Teachers Facilitators and Skills Trainers and other involved school personnel

• Activity Memorandum • Program Design • WFP

Number of capability-building activities

• Attendance sheets • Training Completion Report • Evaluation

Number of Teachers Facilitators and Skills Trainers trained Reporting of program implementation

Source/Means of Verification

Number of reports produced

List of reports

Types of reports produced

• ALS forms • Budget Plan • Budget Report • Implementation Plan • Implementation Report

Box 14-1. Elements of M&E The ALS-EST M&E framework follows the logical framework format which gives an overview of how a project is structured, the factors that influence it, and how it will be monitored. It describes the ‘project’s hierarchy of objectives,’ or the intervention logic that explains how one element leads to another. The elements are as follows: • Activities: the basic intervention introduced by the project (for example, a specific teaching or learning intervention) • Outputs: the tangible results of the activity (for example, the number of Learners who passed the A&E test or obtained NC) • Outcome: the immediate objective or the main purpose for the project (for example, the number of Learners/completers who become gainfully employed) • Impact/Goals: the overall or development objective the project seeks to achieve (for example, Learners/completers are able to realize their full potential and contribute to community building) It shows how to monitor the project’s achievements using the following: • Indicators: a piece of information that measures changes connected to an intervention • Means of Verification: the sources of information • Assumptions/Risks: factors that influence the project’s success but are not directly under its control Indicators, means of verification, and assumptions are drawn up for all of the vertical elements (activity, output, outcome, goals). Source: American University Online

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Monitoring and Evaluation

Who will monitor?

When to monitor (Suggested)

How to collect data (Methodology)

Assumptions/Risks

• School (c/o principal) • Schools’ Division Office (c/o TLE and ALS Focal Persons) • Regional Office (c/o ALS Focal Person)

• School - Monthly • SDO - Quarterly • RO - Twice a year

Records review

• There are funds and trainers available for capability-building activities. • Capability-building activities are regularly reviewed and updated to address current and emerging needs.

• School (c/o Principal) • Schools’ Division Office (c/o TLE and ALS Focal Persons) • Regional Office (c/o ALS Focal Person) • CO Project Management Team

Twice a year

Records review

Implementing schools have regular reporting mechanism/system.

Data Requirements for M&E A successful M&E relies on the availability and quality of gathered information. For the purpose of ALS-EST, the following information sources are important: • The LIS for Learner information and tracking • Approved Program plans and documents, among others: WFP Implementation plans and reports Budget plans and reports ALS forms Attendance sheets Partnership agreements, MOAs, and MOUs A&E and NC test results Assessment tools • It will also develop instruments for the following: Tracer studies Relevant M&E tools as needed

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Participants derive insights and generate learning as they implement the Program. Integrating learning and adapting throughout the program cycle of ALS-EST can help the CO, ROs, SDOs, and schools address program challenges. Through action research, learning and adapting can be made more systematic, thereby improving program development. At the end of the pilot phase, a comprehensive evaluation of the Program will be conducted in preparation for its institutionalization and integration into the mainstream ALS.

References • AMERICAN UNIVERSITY ONLINE. “What is a Logframe?” Retrieved March 2019. Available at programs.online.american.edu/online-graduatecertificates/project-monitoring/resource/what-is-a-logframe • DEPARTMENT OF EDUCATION. Alternative Learning System Manual of Operations. Forthcoming. • ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. Glossary of Key Terms in Evaluation and Results Based Management. 2010. Retrieved March 2019. Available at www.oecd.org/dac/ evaluation/2754804.pdf 152

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Please direct inquiries on the ALS-EST to the: Office of the Secretary Department of Education DepEd Complex, Meralco Avenue Pasig City 1600, Philippines Telefax: +63 2 637 6209 URL: www.deped.gov.ph/als-est Email: als.est@deped.gov.ph

IBC